OCR's own Foundation Tier content, papers and boundaries for J250 and J260, taught one to one
Book a Free ConsultationLeading Tuition's Foundation Tier OCR GCSE Combined Science tutors teach the J250 Foundation papers 1 to 6 and the J260 Foundation papers 01 to 04. OCR's specifications state that “Foundation Tier assesses grades 5–5 to 1–1”, so every session is built on that range and on the 16.7% weighting of each J250 paper.
OCR’s two Combined Science GCSEs are Gateway Science Suite Combined Science A (J250) and Twenty First Century Science Suite Combined Science B (J260). Their Foundation papers, Higher-only content and boundaries differ, so this page keeps them apart; check the code on your child’s entry. The routes are compared on our OCR GCSE Combined Science tutoring page.
Foundation Tier OCR Combined Science, J250 or J260?
Our expert OCR GCSE Combined Science tutors help students on the Foundation papers of both codes, building each programme from OCR’s own specification for the code your child’s school enters.
Book a Free Consultation Message us on WhatsAppBoth specifications use the same sentence for the tier: “Foundation Tier assesses grades 5–5 to 1–1 and Higher Tier assesses grades 9–9 to 4–4.” Combined Science is a double award, so the grades are pairs, and the J260 content overview prints the Foundation range in the other order, as “grades 1–1 to 5–5”. The allowed grade 4–3 is described in the same sentence, as one that “may be awarded on the Higher Tier option”.
OCR also publishes a two-page Foundation and Higher Tier factsheet for Combined Science A and B (© OCR 2018). It says that “the highest grade available on the Foundation Tier is 5-5”, that 50% of marks in Foundation Tier papers cover grades from 5-5 to 3-3 and the other 50% cover grades from 3-3 to 1-1, and that 20% of marks are targeted at the grades common to Higher and Foundation (5-5, 5-4 and 4-4). It sets Foundation maths demand “not lower than” Key Stage 3 Maths and a minimum of 15% of marks for practical skills in both tiers.
On the entry decision, OCR’s factsheet asks whether the student is predicted to achieve above a grade 5-5, did well in the centre’s mock examinations, can deal with unfamiliar contexts and practical and Level of Response questions, is being entered for Higher Tier GCSE Maths, and will attend and attempt all of the exam papers. It adds that “candidates who are aiming for a 4-4 in GCSE Combined Science are able to access twice as many marks in the Foundation Tier papers as they can in the Higher Tier papers.” The factsheet describes its own advice as “for guidance only” and says that “teachers are best placed to make decisions for their students”; it is quoted here as OCR’s wording, not as our advice.
A student entered for the other tier sits different papers, and that tier has its own page: Higher OCR GCSE Combined Science tutors.
What this changes in our sessions. Secure the plain-type content first, then spend the later sessions on unfamiliar contexts, practical questions and the Level of Response answers the factsheet names.
The J250 specification tells the reader how Higher-only content is marked: “Statements shown in bold type will only be tested in the Higher Tier papers. All other statements will be assessed in both Foundation and Higher Tier papers.” The tables give the bold wording, read from the font data of OCR’s J250 specification (Version 5.0), beside the plain-type outcome the Foundation papers do assess. Where only some words are bold, the table says which.
Biology (topics B1 to B6)
| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| B1.4f | explain the interaction of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis, with “using graphs depicting the effects of the limiting factors” | B1.4e: explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis |
| BM1.4v | Understand and use inverse proportion – the inverse square law and light intensity in the context of factors affecting photosynthesis | — |
| B3.2b | explain the roles of thyroxine and adrenaline in the body, with “thyroxine as an example of a negative feedback system” | B3.2a: describe the principles of hormonal coordination and control by the human endocrine system |
| B3.2d | explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle | B3.2c: describe the role of hormones in human reproduction including the control of the menstrual cycle |
| B3.2f | explain the use of hormones in modern reproductive technologies to treat infertility | B3.2e: explain the use of hormones in contraception and evaluate hormonal and non-hormonal methods of contraception |
| B3.3c | explain how glucagon interacts with insulin to control blood sugar levels in the body | B3.3b: explain how insulin controls blood sugar levels in the body; B3.3d: compare type 1 and type 2 diabetes and explain how they can be treated |
| B6.2c | describe the main steps in the process of genetic engineering, with “restriction enzymes, sticky ends, ligase, host bacteria and selection using antibiotic resistance markers, vectors e.g. plasmids” | B6.2b: describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics |
| BM1.1iii | calculate with numbers written in standard form | — |
Chemistry (topics C1 to C6)
| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| C1.1c | explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres (e.g. like bowling balls), with “that it does not take into account the forces of attraction between particles, the size of particles and the space between them” | C1.1b: explain in terms of the particle model the distinction between physical changes and chemical changes |
| C3.1b | only the closing words “and half equations” are bold | C3.1b: use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations; C3.1a and C3.1c: formulae with a supplied Periodic Table |
| C3.1e | construct balanced ionic equations | — |
| C3.1h, C3.1i, C3.1j | recall and use the definitions of the Avogadro constant (in standard form) and of the mole, with “the calculation of the mass of one atom/molecule”; explain how the mass of a given substance is related to the amount of that substance in moles and vice versa; explain how the mass of a solute and the volume of the solution is related to the concentration of the solution | — |
| C3.1m, C3.1n | deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant; use a balanced equation to calculate masses of reactants or products | — |
| CM3.1ii, CM3.1iv | calculations with numbers written in standard form when using the Avogadro constant; in CM3.1iv only the words “particularly from mass to moles” are bold (“convert units where appropriate” is plain) | — |
Moles, ionic equations and pH at Foundation depth
Our expert OCR GCSE Combined Science tutors help Foundation Tier students with the J250 chemistry papers, teaching each topic to the plain-type outcomes.
Book a Free Consultation Message us on WhatsApp| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| C3.2d | calculate energy changes in a chemical reaction by considering bond making and bond breaking energies | C3.2c: explain activation energy as the energy needed for a reaction to occur |
| C3.3b | explain reduction and oxidation in terms of gain or loss of electrons, identifying which species are oxidised and which are reduced | C3.3a: explain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced |
| C3.3g, C3.3i, C3.3j | use and explain the terms dilute and concentrated (amount of substance) and weak and strong (degree of ionisation) in relation to acids, with “ratio of amount of acid to volume of solution”; describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only), with “pH of titration curves”; use the idea that as hydrogen ion concentration increases by a factor of ten, the pH value of a solution decreases by one | C3.3h: recall that relative acidity and alkalinity are measured by pH |
| C3.4d | in the To-include cell only, the words “half equations” are bold | C3.4d: describe electrolysis in terms of the ions present and reactions at the electrodes |
| C5.2c | predict the effect of changing reaction conditions on equilibrium position and suggest appropriate conditions to produce as much of a particular product as possible, with “Le Chatelier’s principle concerning concentration, temperature and pressure” | C5.2b: recall that dynamic equilibrium occurs in a closed system when the rates of forward and reverse reactions are equal |
| C6.1c | evaluate alternative biological methods of metal extraction, with “bacterial and phytoextraction” | C6.1b: explain why and how electrolysis is used to extract some metals from their ores |
Physics (topics P1 to P6)
| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| P2.1f | Interpret enclosed areas in velocity-time graphs | P2.1e: relate changes and differences in motion to appropriate distance-time, and velocity-time graphs; interpret lines and slopes |
| P2.2e, P2.2f, P2.2g, P2.2h | use vector diagrams to illustrate resolution of forces, a net force (resultant force), and equilibrium situations, with “scale drawings limited to parallel and perpendicular vectors only”; describe examples of the forces acting on an isolated solid object or system, with “examples of objects that reach terminal velocity for example skydivers and applying similar ideas to vehicles”; describe, using free body diagrams, examples where two or more forces lead to a resultant force on an object; describe using free body force diagrams the special case of balanced forces when the resultant force is zero (qualitative only) | P2.2d: apply Newton’s first law to explain the motion of an object moving with uniform velocity and also an object where the speed and/or direction change |
| P2.2j, P2.2k, P2.2p, PM2.2ii | explain that inertia is a measure of how difficult it is to change the velocity of an object and that the inertial mass is defined as the ratio of force over acceleration; define momentum and describe examples of momentum in collisions, with “an idea of the law of conservation of momentum in collisions”; explain why an object moving in a circle with a constant speed has a changing velocity (qualitative only); recall and apply momentum (kg m/s) = mass (kg) × velocity (m/s) | P2.2i: apply Newton’s Second Law in calculations relating forces, masses and accelerations |
| P3.3h, P3.3i, P3.3j, P3.3k, PM3.3i | describe how a magnet and a current-carrying conductor exert a force on one another; show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field; apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved; explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors, with “an understanding of how electric motors work but knowledge of the structure of a motor is not expected” | P3.3e: describe how to show that a current can create a magnetic effect and describe the directions of the magnetic field around a conducting wire |
| P4.2i, P4.2j, P4.2k | recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits; recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves in ways that vary with wavelength; explain how some effects are related to differences in the velocity of electromagnetic waves in different substances | — |
| P4.3k | calculate the net decline, expressed as a ratio, during radioactive emission after a given (integral) number of half-lives, with “half-life graphs” | P4.3j: explain the concept of half-life and how this is related to the random nature of radioactive decay |
| P5.2e | describe ways to increase efficiency | P5.2d: calculate energy efficiency for any energy transfer; P5.2f: explain ways of reducing unwanted energy transfer |
What this changes in our sessions. A J250 Foundation student is taught the plain-type outcome in each row and no further: physical and chemical change in the particle model, redox as loss or gain of oxygen, the principles of hormonal coordination, contraception and insulin. The bold wording stays off the worksheets.
Taught to the plain-type outcomes OCR sets for J250
Our expert OCR GCSE Combined Science tutors help Foundation Tier students across biology, chemistry and physics, working from the J250 outcomes that are examined on both tiers.
Book a Free Consultation Message us on WhatsAppJ260 numbers its outcomes by chapter, section and item, so B3.1.5 is the fifth outcome of section B3.1. Its specification says: “Emboldened statements will only be assessed in Higher Tier papers.” The table follows the same method as the J250 one, read from the font data of OCR’s J260 specification (Version 5.0), and the two sets are never merged.
Biology (chapters B1 to B6)
| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| B1.3.3 | describe the main steps in the process of genetic engineering, including isolating and replicating the required gene(s); putting the gene(s) into a vector (e.g. a plasmid); using the vector to insert the gene(s) into cells; selecting modified cells | B1.3.2: describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics |
| B3.1.5, B3.1.6 | use the inverse square law to explain why the rate of photosynthesis changes with distance from a light source; explain the interaction of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis, and use graphs depicting the effects | B3.1.4: a) explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis; b) describe practical investigations into the effect of environmental factors on the rate of photosynthesis |
| B4.2.2c | only sub-point c), calculate with numbers written in standard form, is bold; sub-points a) (demonstrate an understanding of number, size and scale and the quantitative relationship between units) and b) (use estimations and explain when they should be used) are plain | B4.2.2a and B4.2.2b, as quoted |
| B5.3.2 | explain the roles of thyroxine and adrenaline in the body, including thyroxine as an example of a negative feedback system | B5.3.1: describe the principles of hormonal coordination and control by the human endocrine system |
| B5.5.2, B5.5.4 | explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle; explain the use of hormones in modern reproductive technologies to treat infertility | B5.5.1: describe the role of hormones in human reproduction, including the control of the menstrual cycle; B5.5.3: explain the use of hormones in contraception and evaluate hormonal and non-hormonal methods of contraception |
| B5.6.2 | explain how glucagon and insulin work together to control the blood sugar level in the body | B5.6.1: explain how insulin controls the blood sugar level in the body |
Chemistry (chapters C1 to C6)
| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| C1.1.2 | explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres | C1.1.1: recall and explain the main features of the particle model in terms of the states of matter and change of state, distinguishing between physical and chemical changes |
| C1.2.5 | calculate energy changes in a chemical reaction by considering bond breaking and bond making energies | C1.2.4: interpret charts and graphs when dealing with reaction profiles |
| C3.2.3 | only the closing words “and ionic equations” are bold | C3.2.3: use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations |
| C3.2.6 | evaluate alternative biological methods of metal extraction (bacterial and phytoextraction) | — |
| C3.3.4, C3.3.5, C4.4.2 | use the names and symbols of common elements and compounds and the principle of conservation of mass to write half equations; explain reduction and oxidation in terms of gain or loss of electrons, identifying which species are oxidised and which are reduced | C3.3.3: recall that metals (or hydrogen) are formed at the cathode and non-metals are formed at the anode in electrolysis using inert electrodes; C4.4.1: explain reduction and oxidation in terms of loss or gain of oxygen |
| C5.2.4 to C5.2.7, C5.2.9 | recall and use the definitions of the Avogadro constant (in standard form) and of the mole; explain how the mass of a given substance (in grams) is related to the amount of that substance in moles and vice versa; deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant; use a balanced equation to calculate masses of reactants or products; carry out calculations with numbers written in standard form when using the Avogadro constant | C5.2.3: calculate relative formula masses of species separately and in a balanced chemical equation; C5.2.8: use arithmetic computation, ratio, percentage and multistep calculations throughout quantitative chemistry |
| C5.3.1, C5.3.2 | explain how the mass of a solute and the volume of the solution is related to the concentration of the solution and calculate concentration using the formula in g/dm3; the same for concentration in mol/dm3 | — |
| C6.1.5, C6.1.6, C6.1.7 | use and explain the terms dilute and concentrated and weak and strong in relation to acids including differences in reactivity with metals and carbonates; use the idea that as hydrogen ion concentration increases by a factor of ten the pH value of a solution decreases by one; describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only) | C6.1.4: recall that relative acidity and alkalinity are measured by pH including the use of universal indicator and pH meters |
| C6.2.7 | within the practical methods for determining the rate of a reaction, the words “measurement of physical factors:” and sub-points iii) colour change and iv) formation of a precipitate are bold; i) gas syringes or collection over water, and ii) mass change followed using a balance, are plain | sub-points i) and ii), as quoted |
| C6.3.3 | predict the effect of changing reaction conditions (concentration, temperature and pressure) on equilibrium position and suggest appropriate conditions to produce a particular product, including a) catalysts increase rate but do not affect yield and b) the disadvantages of using very high temperatures or pressures | C6.3.2: recall that dynamic equilibrium occurs when the rates of forward and reverse reactions are equal |
Quantitative chemistry on J260, without the bold rows
Our expert OCR GCSE Combined Science tutors help Foundation Tier students on J260 with the chemistry component, including relative formula masses and the plain-type calculations.
Book a Free Consultation Message us on WhatsAppPhysics (chapters P1 to P6) and Ideas about Science
| Code | Bold, so Higher Tier only | Plain type, so on Foundation too |
|---|---|---|
| P1.1.10, P1.2.2 | recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits; explain how the temperature of a body is related to the balance between incoming radiation, absorbed radiation and radiation emitted | P1.2.1: explain that all bodies emit radiation, and that the intensity and wavelength distribution of any emission depends on their temperatures |
| P1.3.9, P1.3.10 | recall that waves travel in different substances at different speeds and that these speeds may vary with wavelength; explain how refraction is related to differences in the speed of the waves in different substances | P1.3.8: describe the effects of reflection and refraction of waves at material interfaces |
| P2.1.8 | only the closing words “describe ways to increase efficiency” are bold; recalling and applying the efficiency equation to calculate energy efficiency is plain type | P2.1.8, as quoted |
| P3.5.1 to P3.5.4 | describe the interaction forces between a magnet and a current-carrying conductor to include ideas about magnetic fields; show that Fleming’s left-hand rule represents the relative orientations of the force, the conductor and the magnetic field; select and apply the equation that links the force, F, on a conductor to the strength of the field, B, the size of the current, I, and the length of conductor, l; explain how the force on a conductor in a magnetic field is used to cause rotation in the rectangular coil of a simple electric motor | — |
| P4.2.10 | Interpret enclosed areas in velocity–time graphs | P4.2.9: interpret distance–time and velocity–time graphs, including relating the lines and slopes in such graphs to the motion represented |
| P4.3.3, P4.3.4, P4.3.5, P4.3.7, P4.3.8 | use scale drawings of vector diagrams to illustrate the resolution of two or more forces, in situations when there is a net force, or equilibrium (limited to parallel and perpendicular vectors only); recall and apply the equation for momentum and describe examples of the conservation of momentum in collisions; select and apply Newton’s second law in calculations relating force, change in momentum and time; explain with examples that motion in a circular orbit involves constant speed but changing velocity; explain that inertial mass is a measure of how difficult it is to change the velocity of an object | P4.3.1: describe examples of the forces acting on an isolated solid object or system; P4.3.2: describe, using free body diagrams, examples where several forces lead to a resultant force on an object; P4.3.6: apply Newton’s first law; P4.3.9: recall and apply Newton’s second law, relating force, mass and acceleration |
| P4.3.10 | only the single word “momentum” is bold, in “use and apply equations relating force, mass, velocity, acceleration and momentum” | the rest of P4.3.10, as quoted |
| P5.1.11 | calculate the net decline, expressed as a ratio, in a radioactive emission after a given (integral) number of half-lives | P5.1.10: explain the concept of half-life and how this is related to the random nature of radioactive decay |
| P6.3.2 | only the words “and use the particle model to explain” are bold, in “describe and use the particle model to explain the difference between elastic and plastic deformation caused by stretching forces” | P6.3.1: explain, with examples, that to stretch, bend or compress an object, more than one force has to be applied |
| IaS4.3 | in the list under the third outcome of IaS4, only the bullet “distinguish between perceived and calculated risk” is bold | — |
What this changes in our sessions. J260 puts the motor effect (P3.5) and the momentum outcomes (P4.3.3 to P4.3.5) wholly in bold, so a Foundation student spends no time on them and works instead on the plain-type force outcomes P4.3.1, P4.3.2, P4.3.6 and P4.3.9. For the partly bold items the plain words are taught and the bold words left out: efficiency is calculated (P2.1.8) and sub-points a) and b) of B4.2.2 are taught.
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J250. Foundation is Papers 1 to 6, each 1 hour and 10 minutes and 60 marks: Paper 1 assesses B1 to B3, Paper 2 B4 to B6, Paper 3 C1 to C3, Paper 4 C4 to C6, Paper 5 P1 to P3 and Paper 6 P4 to P6, with assumed knowledge of the earlier topics on Papers 2, 4 and 6.
J260. Foundation entry is components 01 to 04, each of 1 hour and 45 minutes. Components 01 to 03 are worth 95 marks and assess content across the chapters of biology (B1 to B6), chemistry (C1 to C6) and physics (P1 to P6); component 04 is worth 75 marks and assesses content from across all teaching chapters.
The Summer 2025 examiners’ reports name the questions that overlap with the Higher paper. For J250, J250/01 names Question 17, J250/03 Questions 9, 10 and 15, J250/04 Question 16, J250/05 Question 16 (overview), and J250/06 says its last question overlaps. For J260, J260/01 names Questions 9 and 10, J260/02 says its final two questions are common with the Higher paper, and J260/04 names Questions 8 and 9.
The J260/02 report adds that many Foundation candidates not only attempted the two common questions but “often gained the majority of the marks available”, particularly on Questions 8(b) and 8(d).
What this changes in our sessions. A Foundation student practises the overlap questions as a separate task, with time to read them, and revises J250 Papers 2, 4 and 6 together with the earlier topics they assume.
Foundation papers, practised paper by paper
Our expert OCR GCSE Combined Science tutors help students prepare for the J250 Foundation papers or the J260 Foundation components, including the closing questions that also appear on the Higher paper.
Book a Free Consultation Message us on WhatsAppOCR’s specifications divide the physics equations into lists. J250 says learners are expected to “recall and apply” one list and to “select and apply” another; J260 splits its section 5h into a list students should be able to “recall and apply” and a list they should “select from a list and apply”. The sheets that go with the papers carry the key “HT = Higher Tier only” and mark the Higher-only rows. The table describes each sheet by what it prints.
| Code | Sheet and components | Series | What it prints, with the HT rows |
|---|---|---|---|
| J250 | Physics Equation Sheet, components 05/06/11/12 | June 2026 | Equations in physics under the headings P1 Matter to P6 Global challenges, with key HT = Higher Tier only. HT rows: momentum = mass × velocity (p = m v) and force on a conductor (at right angles to a magnetic field) carrying a current, force = magnetic flux density × current × length (F = B I l). It also prints, without HT, F = m a, v2 – u2 = 2 a s and V = I R, among others. |
| J250 | Chemistry Data Sheet, components 03/04/09/10 | June 2026 | The Periodic Table of the Elements. |
| J260 | Equation Sheet, components 03/07 | June 2026 | Equations in physics under P1 Radiation and waves to P6 Matter – models and explanations, with the same key. HT rows: force = magnetic flux density × current × length of conductor (F = B I l), momentum = mass × velocity (p = m v) and change in momentum = resultant force × time for which it acts (Δp = F t). |
| J260 | Data and Equation Sheet, components 04/08 | June 2026 | The same equations page with the same HT rows, followed by The Periodic Table of the Elements. |
| J260 | Chemistry Data Sheet, components 02/06 | June 2026 | The Periodic Table of the Elements. |
OCR’s Summer 2025 examiners’ report for J250/05 says that to do well candidates needed to be able to use the Equation Sheet to identify the correct equations, manipulate them and apply them in familiar and unfamiliar contexts. Separate-science students sit different papers with their own sheets, and the Foundation OCR GCSE Physics page covers those.
What this changes in our sessions. A Foundation student on either code practises with the same sheet layout the papers use, and learns to find and rearrange the equation rather than memorise the page. The HT-marked rows are not set as Foundation work.
These are the raw-mark boundaries OCR prints for the Foundation Tier at qualification level, out of 360 marks, for the four most recent June series in OCR’s boundary files, each labelled in the first column (the latest file is Version 1.1). Each row lists the nine columns OCR prints a mark for, 5-5 to 1-1. OCR’s files carry this caveat: “‘Grades’ at component level don’t automatically add up to the same grade at qualification level.”
J250 Foundation, components 01 to 06, out of 360
| Series | 5-5 | 5-4 | 4-4 | 4-3 | 3-3 | 3-2 | 2-2 | 2-1 | 1-1 |
|---|---|---|---|---|---|---|---|---|---|
| June 2023 | 210 | 192 | 175 | 153 | 131 | 109 | 88 | 67 | 46 |
| June 2024 | 220 | 207 | 194 | 170 | 147 | 124 | 101 | 78 | 55 |
| June 2025 | 212 | 194 | 176 | 155 | 134 | 113 | 92 | 71 | 50 |
| June 2026 | 209 | 191 | 174 | 153 | 132 | 111 | 90 | 69 | 48 |
J260 Foundation, components 01 to 04, out of 360
| Series | 5-5 | 5-4 | 4-4 | 4-3 | 3-3 | 3-2 | 2-2 | 2-1 | 1-1 |
|---|---|---|---|---|---|---|---|---|---|
| June 2023 | 199 | 187 | 176 | 152 | 128 | 105 | 82 | 59 | 36 |
| June 2024 | 219 | 203 | 188 | 167 | 146 | 125 | 104 | 84 | 64 |
| June 2025 | 210 | 195 | 181 | 158 | 135 | 113 | 91 | 69 | 47 |
| June 2026 | 218 | 203 | 189 | 166 | 143 | 120 | 97 | 74 | 51 |
On J250 the 4-4 boundary was 175, 194, 176 and 174 marks in the four series in date order, which is 48.6%, 53.9%, 48.9% and 48.3% of 360, a spread of 20 marks. The 5-5 boundary ranged from 209 to 220 and the 1-1 boundary from 46 to 55. On J260 the 4-4 boundary was 176, 188, 181 and 189 marks in date order, which is 48.9%, 52.2%, 50.3% and 52.5% of 360, a spread of 13 marks; the 5-5 boundary ranged from 199 to 219 and the 1-1 boundary from 36 to 64. Each percentage is the boundary divided by 360.
OCR also prints notional component boundaries. The tables give the 4-4 mark for each Foundation component in OCR’s order: J250 Papers 1 to 6 are each out of 60; J260 components 01 to 03 are out of 95 and component 04 out of 75.
J250 notional component 4-4 boundaries
| Series | Paper 1 (Biology) | Paper 2 (Biology) | Paper 3 (Chemistry) | Paper 4 (Chemistry) | Paper 5 (Physics) | Paper 6 (Physics) |
|---|---|---|---|---|---|---|
| June 2023 | 25 | 27 | 28 | 30 | 31 | 34 |
| June 2024 | 31 | 32 | 32 | 34 | 34 | 31 |
| June 2025 | 26 | 27 | 32 | 33 | 28 | 30 |
| June 2026 | 27 | 34 | 22 | 28 | 31 | 32 |
J260 notional component 4-4 boundaries
| Series | 01 Biology (95) | 02 Chemistry (95) | 03 Physics (95) | 04 Combined Science (75) |
|---|---|---|---|---|
| June 2023 | 49 | 35 | 54 | 38 |
| June 2024 | 55 | 50 | 46 | 37 |
| June 2025 | 51 | 49 | 43 | 38 |
| June 2026 | 50 | 55 | 44 | 40 |
What this changes in our sessions. A boundary is a figure for one series on one set of papers, so the sessions use it to set a target mark range for a mock, not to predict a grade. Mocks are marked on the code’s own paper structure, six papers of 60 marks for J250 and four components for J260, and the component marks are recorded beside the qualification total.
Mock papers marked against the right code
Our expert OCR GCSE Combined Science tutors help Foundation Tier students sit and review mock papers for J250 or J260, with every mark traced to the topic that lost it.
Book a Free Consultation Message us on WhatsAppEach finding below is from the named Foundation examiners’ report, paired with the step it adds to our sessions.
| Report | What the report says | Step in our sessions |
|---|---|---|
| J250/01 (Foundation biology, B1 to B3) | Candidates who did less well could not recall the order of the components of a reflex arc (Question 11(b)), confused type 1 and type 2 diabetes (Question 16(b)) and did not show their working when calculating a mean (Question 17(b)). | Reflex arc order and the type 1 and type 2 contrast are put on recall cards; every mean is written out line by line. |
| J250/03 (Foundation chemistry, C1 to C3) | On Question 14(b) few candidates scored both marks; many did not appear to understand what standard form meant, and the most common one-mark answer came from dividing by 0.0005 instead of multiplying. Question 14(e): “Empirical formula is not well understood”. | Standard form and empirical formulae are taught as short worked drills; standard form appears on this Foundation paper even though BM1.1iii and CM3.1ii (standard form) are bold, Higher-only content. |
| J250/04 (Foundation chemistry, C4 to C6) | Candidates who did less well did not show working, confused significant figures with decimal places, and could not balance equations or use state symbols (Questions 12(b), 12(c)(i) and 16(a)). | Balancing and state symbols are marked separately from the arithmetic in every set. |
| J250/05 (Foundation physics, P1 to P3) | Question 9: the equation was provided but the question still proved very challenging to most candidates; the most common error was doubling the charge flow instead of multiplying it by four. | Proportional reasoning with a given equation: double current and double time before any number is substituted. |
| J250/06 (Foundation physics, P4 to P6) | Question 11(b): the most common mistake was to multiply the numbers given (250 × 340 = 85 000). Question 16(b)(iii): a common error was restating the question and writing about efficiency rather than voltage, current or energy loss. | Rearranging before substituting; and answers that name the quantity in the question’s own command word. |
| J260/02 (Foundation chemistry) | In Question 8(c) candidates found the use of standard form difficult to understand and so struggled to access the marks. | Standard form drills for J260, kept separate from the bold standard-form outcomes (B4.2 outcome 2 sub-point c) and C5.2.9). |
| J260/03 (Foundation physics) | On Question 1(a) and (b) the most common mistake was mislabelling speed as a vector. | Vector and scalar sorting at the start of the forces chapter. |
| J260/04 (Foundation combined science) | Candidates who did less well only gave final answers without working, confused accuracy, precision and repeatability, and quoted data from the question without adding value. On Question 1(b)(i) only a few recognised that H+ is the defining feature of an acid. | Command-word practice on questions that give data; the acid definition is on the first chemistry recall sheet. |
These are OCR’s observations on one series, and tell a tutor what to check in a new student’s first scripts.
A programme starts from the code on the entry and the student’s recent papers. The J250 or J260 outcomes in plain type are the syllabus; the bold items are left out. The student then works through the Foundation papers in the order OCR sets them, with the sheet for that code beside them, and the closing questions are practised as their own task. Mocks are marked by component, with the mark lost traced to the outcome code, so that the next session starts from a named gap.
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The sources are OCR’s: the J250 qualification page and the J260 qualification page list the specifications, sheets and reports used above.
OCR’s specifications say “Foundation Tier assesses grades 5–5 to 1–1”, so the top Foundation grade is 5-5. OCR’s Foundation and Higher Tier factsheet repeats it: “the highest grade available on the Foundation Tier is 5-5”. Combined Science is a double award, so every grade is a pair such as 4-4.
On J250 the qualification-level 4-4 boundary, out of 360, was 175 (June 2023), 194 (June 2024), 176 (June 2025) and 174 (June 2026). On J260 it was 176, 188, 181 and 189 in the same order. The two codes have different papers, so the figures are never added together.
Look at the paper codes. J250, Gateway Science Suite Combined Science A, has Foundation Papers 1 to 6, each 1 hour and 10 minutes. J260, Twenty First Century Science Suite Combined Science B, has Foundation components 01 to 04, each 1 hour and 45 minutes. The school’s entry information names the code; read only that code’s tables above.
On OCR’s equation sheets the HT key marks momentum = mass × velocity and the force on a conductor, F = B I l, on J250 (components 05/06/11/12, June 2026 sheet). On J260 (components 03/07, June 2026 sheet) it marks F = B I l, momentum = mass × velocity and change in momentum = resultant force × time for which it acts. A Foundation student is not set the HT-marked rows.
The Summer 2025 examiners’ reports name them. J250/01 names Question 17, J250/03 Questions 9, 10 and 15, J250/04 Question 16 and J250/05 Question 16 (overview). J260/01 names Questions 9 and 10 and J260/04 Questions 8 and 9. The J260/02 report says its final two questions are common with the Higher paper. We practise these closing questions as a separate task.
What is printed in bold, and so Higher-only, is the standard-form maths: BM1.1iii and CM3.1ii on J250, and sub-point c) of B4.2 outcome 2 and outcome C5.2.9 on J260. The Summer 2025 J250/03 and J260/02 reports record standard-form questions on those Foundation papers, so we teach standard form at the level those papers ask.
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