Higher tier OCR GCSE Physics tutoring for J249 and J259, built from OCR's specifications, equation sheets and grade boundary documents.
Book a Free ConsultationHigher tier OCR GCSE Physics tutoring from Leading Tuition is one-to-one teaching for students entered for OCR's grades 9 to 4 papers on Physics A (Gateway Science, J249) or Physics B (Twenty First Century Science, J259). Each Higher paper is 90 marks in 1 hour 45 minutes. We confirm the code first, then teach the electromagnetism, forces and equation content that OCR prints in bold as Higher-only.
Our expert OCR GCSE Physics tutors help Higher tier students on both J249 and J259.
Every programme starts from the student's own course code and school mock papers, then works through the statements and equations OCR sets only at Higher tier. Book a short call about Higher tier OCR GCSE Physics tutoring.
Book a Free Consultation Message us on WhatsAppOCR runs two separate physics GCSEs, and the Higher papers differ between them, so the code decides everything that follows. Physics A (Gateway Science) is J249 and its Higher papers are Paper 3 (J249/03) and Paper 4 (J249/04). Physics B (Twenty First Century Science) is J259 and its Higher papers are Breadth in physics (J259/03) and Depth in physics (J259/04). The qualification title is printed on the front of the specification and the question paper, and the school's physics teacher can confirm it. Our overview of both OCR physics specifications is the place to start for the wider picture.
OCR's specification for each code states that a learner is entered for either the Foundation Tier or the Higher Tier, never a mixture. Foundation assesses grades 5 to 1 and Higher assesses grades 9 to 4. OCR adds that an allowed grade 3 may be awarded on the Higher Tier to learners who are a small number of marks below the grade 3/4 boundary. OCR's own overview pages list the same structure for J249 and J259. Students entered for the other tier are covered on our Foundation tier OCR GCSE Physics page; the tiers sit on different papers, so this page stays with Higher.
The J249 specification says “Statements shown in bold type will only be tested in the Higher Tier papers”, and the J259 specification carries the same rule for its assessable learning outcomes and, in its equations appendix, states “Equations required for Higher Tier only are in bold”. We read that bold from the PDFs' font data, not from extracted text, and checked the pages by eye. Everything called Higher-only below is bold in the specification. Where only some words of a statement are bold, only those words are named as Higher-only, and the plain remainder is assessed on both tiers.
In both codes a long run of consecutive electromagnetism statements is bold, so the whole chain from the force on a wire to the transformer is Higher-only teaching. In J249 the statements from P4.2a to P4.2j (Topic P4, “Uses of magnetism”) are all bold. In J259 the assessable learning outcomes of P3.6 (“How do electric motors work?”) and of P3.7 (“What is the process inside an electric generator?”) are all bold, and so is the loudspeaker outcome in P3.5.
| Step in the chain | J249 (Physics A), bold statements | J259 (Physics B), bold outcomes |
|---|---|---|
| Force on a current-carrying wire | P4.2a describe how a magnet and a current-carrying conductor exert a force on one another; P4.2b show that Fleming's left-hand rule represents the relative orientations of the force, the current and the magnetic field | P3.6 outcome 1 describe the interaction forces between a magnet and a current-carrying conductor to include ideas about magnetic fields; outcome 2 show that Fleming's left-hand rule represents the relative orientations of the force, the conductor and the magnetic field |
| Calculating that force | P4.2c apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor | P3.6 outcome 3 select and apply the equation that links the force on a conductor to the strength of the field, the current and the length of conductor |
| Rotation in a motor | P4.2d explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors; the To-include cell, also bold, reads “an understanding of how electric motors work but knowledge of the structure of a motor is not expected” | P3.6 outcome 4 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 |
| Induction | P4.2e recall that a change in the magnetic field around a conductor can give rise to an induced potential difference across its ends; P4.2f explain how this effect is used in an alternator to generate a.c., and in a dynamo to generate d.c. | P3.7 outcome 1 recall that a change in the magnetic field around a conductor can give rise to an induced potential difference across its ends; outcome 3 the induced potential difference drives a current that opposes the original change; outcomes 4 and 5 explain a potential difference/time graph for an alternator and for a dynamo |
| Transformers | P4.2g explain how an alternating current in one circuit inducing a current in another is used in transformers; P4.2h the ratio of the potential differences depends on the ratio of the numbers of turns; P4.2i apply the equations linking the potential differences and numbers of turns in the two coils | P3.7 outcome 6 the effect of an alternating current in one circuit inducing a current in another is used in transformers; outcome 7 the ratio of potential differences depends on the ratio of the numbers of turns; outcome 8 apply the equations linking the potential differences and numbers of turns, to the currents and the power transfer involved |
| Microphones and loudspeakers | P4.2j explain the action of the microphone in converting the pressure variations in sound waves into variations in current, and the reverse effect as used in loudspeakers and headphones | P3.7 outcome 2 explain the action of a moving coil microphone; P3.5 outcome 9 explain how a solenoid can be used to generate sound in loudspeakers and headphones |
Higher tier OCR GCSE Physics tutoring that teaches the motor-to-transformer chain in order.
Our expert physics tutors help Higher students on J249 and J259 work from the force on a wire to the transformer, with worked examples and timed questions. Book a short call about Higher tier OCR GCSE Physics tuition.
Book a Free Consultation Message us on WhatsAppThe J249 specification places P4.2 in Topic P4, so it is examined on Paper 3, which OCR says assesses Topics P1–P4 and P9. J259 sets Breadth and Depth across the whole specification, so any of these outcomes can appear on either of its Higher papers. J249 also prints transformer content in P8.2: the statement P8.2f, which links the potential differences and numbers of turns of a transformer to the power transfer involved and relates this to the advantages of power transmission at high voltages, is bold, while P8.2e, “explain how the national grid is an efficient way to transfer energy”, is plain and assessed on both tiers.
What this changes in our programme. We teach this chain as a single sequence, in the order of the table: force, calculation, rotation, induction, transformers, microphones. The transformer statements build on the induction statements before them, so the programme does not split the run across terms. The equation steps are drilled with the Higher-only equations covered below.
Outside electromagnetism, the largest group of bold statements sits in forces and in pressure. The J249 table below pairs each bold statement with the plain statement it extends, so the gap is stated exactly: the plain statements are assessed on both tiers, the bold statements on the Higher papers only.
| J249 plain statement (both tiers) | J249 Higher-only addition (bold) |
|---|---|
| P2.1e relate changes and differences in motion to appropriate distance-time and velocity-time graphs; interpret lines and slopes | P2.1f interpret enclosed area in velocity-time graphs |
| 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 | P2.2e 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; P2.2f describe examples of the forces acting on an isolated solid object or system, with objects that reach terminal velocity, for example skydivers, and applying similar ideas to vehicles; P2.2g and P2.2h describe, using free body diagrams, examples where two or more forces lead to a resultant force, and the special case where forces balance to produce a resultant force of zero (qualitative only) |
| P2.2i apply Newton's second law in calculations relating forces, masses and accelerations | P2.2j 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; P2.2k define momentum and describe examples of momentum in collisions, with “an idea of the law of conservation of momentum in collisions” as the bold To-include text |
| P2.2p recall and apply Newton's third law | P2.2q explain why an object moving in a circle with a constant speed has a changing velocity (qualitative only) |
| P1.3g explain why atmospheric pressure varies with height above the surface of the planet | P1.3h describe the factors which influence floating and sinking; P1.3i explain why pressure in a liquid varies with depth and density and how this leads to an upwards force on a partially submerged object; P1.3j calculate the differences in pressure at different depths in a liquid, with the bold To-include text that g is the strength of the gravitational field and has a value of 10 N/kg near the Earth's surface; P1.3e explain how doing work on a gas can increase its temperature, with the bicycle pump as the bold example |
| P8.1g explain the dangers caused by large decelerations | P8.1h estimate the forces involved in typical situations on a public road |
J259 prints the same ideas under different references, and some of its bold is a few words inside a plain statement. The J259 table keeps the two codes apart and marks exactly which words are Higher-only.
| J259 outcome | Higher-only wording (bold in the specification) |
|---|---|
| P4.2 outcome 10 | interpret enclosed areas in velocity – time graphs |
| P4.3 outcome 3 | use scale drawings of vector diagrams to illustrate the addition of two or more forces, in situations when there is a net force, or equilibrium; OCR's note beside it reads “Limited to parallel and perpendicular vectors only” |
| P4.3 outcome 4 | recall and apply the equation for momentum and describe examples of the conservation of momentum in collisions |
| P4.3 outcome 5 | select and apply Newton's second law in calculations relating force, change in momentum and time |
| P4.3 outcome 7 | explain with examples that motion in a circular orbit involves constant speed but changing velocity |
| P4.3 outcome 11 | explain that inertial mass is a measure of how difficult it is to change the velocity of an object and that it is defined as the ratio of force over acceleration |
| P4.3 outcome 13 | only the word “momentum” is bold, in “Use and apply equations relating force, mass, velocity, acceleration, and momentum to explain relationships between the quantities” |
| P4.3 outcome 16 | only “and estimate the forces involved in typical situations on a public road” is bold; “explain the dangers caused by large decelerations” is plain |
| P6.3 outcome 2 | only “and use the particle model to explain” is bold; “describe … the difference between elastic and plastic deformation caused by stretching forces” is plain |
| P6.4 outcomes 7 to 10 | explain why pressure in a liquid varies with depth and density; select and apply the equation to calculate the differences in pressure at different depths in a liquid; explain how the increase in pressure with depth in a fluid leads to an upwards force on a partially submerged object; describe and explain the factors which influence whether a particular object will float or sink |
| P6.5 outcomes 2, 3 and 5 | explain, for the circular orbits, how the force of gravity can lead to changing velocity of a planet but unchanged speed; explain how, for a stable orbit, the radius must change if this speed changes; use the particle model of matter to explain how doing work on a gas can increase its temperature (e.g. bicycle pump, in stars) |
Momentum, inertial mass and pressure at depth, taught as concepts before calculations.
Our expert OCR GCSE Physics tutors help Higher tier students explain each Higher-only statement in words and diagrams before attaching the equation. Book a short call about Higher tier physics tuition for your own course code.
Book a Free Consultation Message us on WhatsAppWhat this changes in our programme. Momentum and circular motion are places where the Higher-only content is a concept to understand before it is a number to calculate: inertial mass defined as force over acceleration, the conservation of momentum in collisions, constant speed with changing velocity. We teach each concept first, in words and with a free-body or vector diagram, and only then attach the calculation, so that a question asking for an explanation is not met for the first time in a timed paper. The pressure-at-depth statements are taught together with the matching equation, and the velocity-time area statements are practised on real graph questions from past papers on the board's own site.
The rest of the bold statements are scattered through the two specifications, and the same idea can sit in different places in the two codes. The temperature of a body set by the balance of radiation absorbed and radiation emitted is P8.3h in J249 and P1.2 outcome 2 in J259. Waves in solids and liquids used for detection and exploration appear as P5.2i and P8.3i in J249 and as P1.4 outcome 8 in J259. A student moving schools, or a family comparing notes with another school, needs to know which code the notes follow.
| Theme | J249 Higher-only statements (bold) | J259 Higher-only outcomes (bold) |
|---|---|---|
| Sound and the ear | P5.1h describe, with examples, processes which convert wave disturbances between sound waves and vibrations in solids; P5.1i explain why such processes only work over a limited frequency range, and the relevance of this to human hearing | P1.4 outcome 6 describe, with examples, processes in which sound waves are transmitted through solids; outcome 7 explain that transmission of sound through the bones in the ear works over a limited frequency range, and the relevance of this to human hearing |
| Detection and exploration with waves | P5.2i explain, in qualitative terms, how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used for detection and for exploration of structures hidden from direct observation, notably in our bodies; P8.3i the same idea for the Earth's core and deep water, with “P and S waves, use of sonar” as the bold To-include text | P1.4 outcome 8 the same idea, with ultrasound imaging, earthquake waves and SONAR as the named examples |
| Electromagnetic waves and substances | P5.2j recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits; P5.3a recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves in ways that vary with wavelength; P5.3b explain how some effects are related to differences in the velocity of electromagnetic waves in different substances | P1.1 outcome 10 recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits; P1.3 outcome 9 recall that waves travel in different substances at different speeds and that these speeds may vary with wavelength; outcome 10 explain how refraction is related to differences in the speed of the waves in different substances |
| Radiation balance and the Earth | P8.3h explain how the temperature of a body is related to the balance between incoming radiation absorbed and radiation emitted, with everyday examples and the example of the factors which determine the temperature of the Earth; the bold To-include text is “an understanding that Earth’s atmosphere affects the electromagnetic radiation from the Sun that passes through it” | P1.2 outcome 2 the same statement, in nearly the same words |
| Half-life calculation | P6.1k calculate the net decline, expressed as a ratio, during radioactive emission after a given (integral) number of half-lives, with “half-life graphs” as the bold To-include text; the plain P6.1j covers the concept of half-life and its link to the random nature of radioactive decay | P5.1 outcome 11 calculate the net decline, expressed as a ratio, in a radioactive emission after a given (integral) number of half-lives |
| Efficiency | P7.2e describe ways to increase efficiency; the plain P7.2d is “calculate energy efficiency for any energy transfer” | P2.1 outcome 8: only “describe ways to increase efficiency” is bold; the recall and application of the efficiency equation in the same outcome is plain |
| Orbits | P8.3f explain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speed; P8.3g explain how, for a stable orbit, the radius must change if this speed changes (both qualitative only) | P6.5 outcomes 2 and 3, set out in the J259 forces table above |
| Risk (ideas about science) | — | IaS4 outcome 3, which sets out a given situation in sub-points: only the sub-point “distinguish between perceived and calculated risk” is bold, and the other sub-points are plain |
What this changes in our programme. These statements are short and mostly qualitative, so we treat them as add-on units after the electromagnetism and forces work, and we keep a one-page list for the student's own code. The half-life calculation is the exception: it is a numerical statement, and we practise it with the half-life graph, because J249 prints “half-life graphs” as bold To-include text for that statement.
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Add-on Higher-only statements, kept as a one-page list for the student's own code.
Our expert tutors help Higher tier students on J249 or J259 close the scattered bold statements in waves, radioactivity and efficiency without re-teaching content the student already has. Book a short call about OCR GCSE Physics tutoring.
Book a Free Consultation Message us on WhatsAppBoth specifications end with an equations appendix that splits the relationships into lists: those a student should be able correctly to recall and apply, and those the student should be able correctly to select from a list and apply. OCR's equation sheet for each code carries the key “HT = Higher Tier only”, so the Higher-only equations can be read straight off OCR's own documents. The table below names them. In the equations appendix, the specification's bold and OCR's HT lines name the same equations for each code.
| Code and document | Equation (OCR's word form) | Where the specification lists it |
|---|---|---|
| J249, specification appendix and OCR equation sheet, June 2026 (HT key) | momentum = mass × velocity (p = mv) | PM2.2ii, recall and apply |
| J249, same documents | pressure due to a column of liquid = height of column × density of liquid × gravitational field strength (p = hρg) | PM1.3ii, select and apply |
| J249, same documents | force on a conductor (at right angles to a magnetic field) carrying a current: force = magnetic flux density × current × length (F = BIl) | PM4.2i, select and apply |
| J249, same documents | potential difference across primary coil over potential difference across secondary coil = number of turns in primary coil over number of turns in secondary coil (Vp/Vs = Np/Ns) | PM4.2ii, select and apply |
| J259, specification Appendix 5h and OCR equation sheet, June 2026 (HT key) | momentum = mass × velocity (p = mv) | P4.3.4, recall and apply |
| J259, same documents | force = magnetic flux density × current × length of conductor (F = BIl) | P3.6.3, select and apply |
| J259, same documents | potential difference across primary coil over potential difference across secondary coil = number of turns in primary coil over number of turns in secondary coil (Vp/Vs = Np/Ns) | P3.7.8b, select and apply |
| J259, same documents | change in momentum = resultant force × time for which it acts (Δp = Ft) | P4.3.5, select and apply |
| J259, same documents | pressure = density × gravitational field strength × depth (p = ρgh) | P6.4.8, select and apply |
The table separates recall from selection. OCR lists momentum under “recall and apply” in both codes, so a student must be able to write it from memory. The other Higher-only equations are listed under “select and apply”: the student must choose the right relationship from a list and use it. J259 also marks change in momentum as Higher-only, and its pressure equation uses the word “depth” where J249's uses “height of column”, with the symbol order differing too (ρgh against hρg). We keep each code's wording and symbols separate.
What this changes in our programme. Each Higher student gets a list of the Higher-only equations for their own code, each with its worked unit check: for example pressure in pascals from density in kg/m3, gravitational field strength in N/kg and depth in metres, as printed in the J259 outcome. We then practise rearranging every one of them, because a Higher mathematical question is not set below the demand of Foundation Tier GCSE Mathematics (more on this below), and we drill momentum from memory first.
The two codes divide the course differently, and the practice sequence follows the division. J249 splits content by topic. OCR says Paper 3 assesses content from Topics P1–P4 and P9, and Paper 4 assesses Topics P5–P8 “with assumed knowledge of Topics P1–P4 and P9”. OCR also says Paper 4 contains an element of synoptic assessment. J259 splits by paper style. OCR says its Breadth paper and its Depth paper can each assess content from across the whole specification, so every bold outcome above can appear on either one.
| Higher tier feature | J249 Physics A | J259 Physics B |
|---|---|---|
| Higher papers | Paper 3 (J249/03) and Paper 4 (J249/04) | Breadth in physics (J259/03) and Depth in physics (J259/04) |
| Marks and time | 90 marks each, 1 hour 45 minutes, 50% each | 90 marks each, 1 hour 45 minutes, 50% each |
| Assessment objectives (OCR's % of the qualification per paper) | Paper 3: AO1 20, AO2 20, AO3 10; Paper 4: AO1 20, AO2 20, AO3 10 | Breadth: AO1 24, AO2 18, AO3 8; Depth: AO1 16, AO2 22, AO3 12 |
| Extended response | OCR says level of response questions are included in all externally assessed papers, marked with an asterisk | OCR says the Depth paper has at least two extended response questions of 6 marks each; extended response questions are not found on Breadth |
| Practical skills | 15% of questions in the written examinations assess practical skills | No less than 15% of the questions assess practical skills |
| Mathematical skills | Higher questions are not of lower demand than Foundation Tier GCSE Mathematics; the assessment of quantitative skills includes at least 30% mathematical skills | The same Higher-tier demand statement, with at least 30% GCSE (or above) mathematical skills at the appropriate tier |
| Calculators | A scientific or graphical calculator is permitted for components 01, 02, 03 and 04 | A scientific or graphical calculator is permitted for components 01, 02, 03 and 04 |
These derived figures matter for practice papers. A Higher paper is 90 marks in 1 hour 45 minutes, which is 105 minutes for 90 marks, or 1.17 minutes (70 seconds) a mark. On J259, at least two six-mark questions on the Depth paper mean at least 12 of its 90 marks, or 13.3%, come from extended response; the Breadth paper has none. For maths, the J249 specification says Higher questions will not be of a lower demand than assessment for the Foundation Tier in a GCSE qualification in Mathematics, and J259 says the same. A student whose algebra is not secure loses marks on the Higher-only equations before the physics begins, and some students take Higher tier OCR GCSE Maths tutoring alongside the physics programme.
Timed Higher papers sequenced for J249 or J259.
Our expert OCR GCSE Physics tutors help Higher tier students practise Paper 3 and Paper 4, or Breadth and Depth, under exam timing with the board's own mark schemes. Book a short call about Higher tier OCR GCSE Physics tuition.
Book a Free Consultation Message us on WhatsAppWhat this changes in our programme. For J249 we sequence practice by paper: Paper 3 papers first, covering P1 to P4 where the electromagnetism chain and the force statements sit, then Paper 4 papers that assume them. For J259 we practise Depth papers specifically for the six-mark answer, written to a mark scheme that rewards a connected line of reasoning, and Breadth papers for pace. Calculators are permitted on every Higher component, so students practise with the same calculator they will sit with.
OCR publishes a GCSE grade boundaries document for each series, listing the raw-mark boundary for each grade. The tables below are the four June series in our tables, each read from OCR's own boundary document, and they list the Higher rows only: the overall mark out of 180 for components 03 and 04 together, then each paper's mark out of 90. OCR's column order is Max Mark, then grades 9 to 3, and its Higher rows print n/a for grades 2 and 1. The two codes are shown separately because they are different papers with different marks. OCR's own caveat applies to the component rows: “‘Grades’ at component level don’t automatically add up to the same grade at qualification level.” Component rows are OCR's notional boundaries.
| Series | Paper | 9 | 8 | 7 | 6 | 5 | 4 | 3 |
|---|---|---|---|---|---|---|---|---|
| June 2023 | Overall (03+04), out of 180 | 144 | 130 | 117 | 99 | 81 | 63 | 54 |
| Paper 3 (J249/03), out of 90 | 73 | 67 | 61 | 52 | 43 | 34 | 30 | |
| Paper 4 (J249/04), out of 90 | 71 | 63 | 56 | 47 | 38 | 29 | 24 | |
| June 2024 | Overall (03+04), out of 180 | 147 | 135 | 123 | 104 | 85 | 66 | 56 |
| Paper 3 (J249/03), out of 90 | 72 | 66 | 61 | 52 | 43 | 33 | 28 | |
| Paper 4 (J249/04), out of 90 | 75 | 69 | 62 | 52 | 42 | 33 | 28 | |
| June 2025 | Overall (03+04), out of 180 | 150 | 138 | 127 | 109 | 92 | 75 | 66 |
| Paper 3 (J249/03), out of 90 | 80 | 75 | 71 | 62 | 54 | 46 | 42 | |
| Paper 4 (J249/04), out of 90 | 70 | 63 | 56 | 47 | 38 | 29 | 24 | |
| June 2026 | Overall (03+04), out of 180 | 152 | 141 | 131 | 114 | 97 | 80 | 71 |
| Paper 3 (J249/03), out of 90 | 76 | 70 | 65 | 56 | 47 | 39 | 35 | |
| Paper 4 (J249/04), out of 90 | 76 | 71 | 66 | 58 | 50 | 41 | 36 |
On J249 the overall grade 4 boundary across the four series was 63, 66, 75 and 80 marks out of 180, which is 35.0%, 36.7%, 41.7% and 44.4%, a rise of 17 marks between the first and last rows. The gap between the grade 4 and grade 3 boundaries was 9, 10, 9 and 9 marks, so the allowed grade 3 sat 9 or 10 marks below grade 4 on OCR's rows. The grade 9 boundary rose each series, from 144 to 152 marks (80.0% to 84.4%). On the components, grade 4 on Paper 3 was 34, 33, 46 and 39 marks out of 90 and on Paper 4 was 29, 33, 29 and 41, so the two papers' boundaries moved independently from series to series.
| Series | Paper | 9 | 8 | 7 | 6 | 5 | 4 | 3 |
|---|---|---|---|---|---|---|---|---|
| June 2023 | Overall (03+04), out of 180 | 127 | 110 | 94 | 77 | 60 | 43 | 34 |
| Breadth (J259/03), out of 90 | 65 | 57 | 50 | 43 | 35 | 27 | 23 | |
| Depth (J259/04), out of 90 | 62 | 53 | 44 | 34 | 25 | 16 | 11 | |
| June 2024 | Overall (03+04), out of 180 | 144 | 131 | 118 | 102 | 86 | 70 | 62 |
| Breadth (J259/03), out of 90 | 71 | 65 | 58 | 50 | 43 | 35 | 31 | |
| Depth (J259/04), out of 90 | 73 | 66 | 60 | 52 | 43 | 35 | 31 | |
| June 2025 | Overall (03+04), out of 180 | 147 | 135 | 123 | 106 | 90 | 74 | 66 |
| Breadth (J259/03), out of 90 | 72 | 66 | 60 | 52 | 45 | 37 | 33 | |
| Depth (J259/04), out of 90 | 75 | 69 | 63 | 54 | 45 | 37 | 33 | |
| June 2026 | Overall (03+04), out of 180 | 141 | 130 | 119 | 103 | 87 | 71 | 63 |
| Breadth (J259/03), out of 90 | 69 | 63 | 57 | 49 | 42 | 35 | 31 | |
| Depth (J259/04), out of 90 | 72 | 67 | 62 | 53 | 45 | 36 | 32 |
On J259 the overall grade 4 boundary was 43, 70, 74 and 71 marks out of 180 across the four series, which is 23.9%, 38.9%, 41.1% and 39.4%, a spread of 31 marks between the lowest and highest. The gap between the grade 4 and grade 3 boundaries was 9, 8, 8 and 8 marks. The grade 9 boundary was 127, 144, 147 and 141 marks (70.6%, 80.0%, 81.7% and 78.3%). On the components, grade 4 on Breadth was 27, 35, 37 and 35 marks out of 90 and on Depth was 16, 35, 37 and 36.
What this changes in our programme. Boundaries differ from series to series in OCR's tables, so we give a student a target band rather than a single mark: a timed paper is scored against the grade 4 and grade 7 rows of every series in the table for the student's own code, and the programme aims to clear the highest of those rather than the lowest. A grade 4 target is measured in marks out of 90 per paper, not in a percentage, because the percentage is only a derived figure on this page. The component boundaries are used to see which paper a student is losing marks on, not to predict a grade.
Boundary-based targets for the student's own code.
Our expert physics tutors help Higher tier students set paper-by-paper targets from OCR's published boundaries and work toward them. Book a short call about OCR GCSE Physics tutoring at Higher tier.
Book a Free Consultation Message us on WhatsAppA Higher programme with Leading Tuition runs in the order the evidence above supports. The first session confirms the code (J249 or J259) and looks at the student's last mock paper, mark by mark, to see whether the lost marks are in recall, in the Higher-only equations or in explanation. The electromagnetism chain comes next, because it is the longest unbroken run of Higher-only statements in either code. Then come the forces statements (momentum, inertial mass, vector diagrams, circular motion) and the pressure statements, each with the equation drill. The scattered add-on statements follow, and from there on the student alternates timed papers with targeted correction: Paper 3 then Paper 4 for J249, Breadth then Depth for J259. Every timed paper is marked against OCR's mark scheme, and the grade 4 and grade 7 targets above are checked against the student's own code only.
Our expert OCR GCSE Physics tutors help students sitting Higher tier whatever the school's pace, including students who joined the course late or who changed code between schools. Official sources for everything above are OCR's own documents: the specifications, the equation sheets and the grade boundary archive, which is on OCR's grade boundaries archive page. Physics tutoring for other levels and boards is on our physics tutoring page.
OCR's specifications for J249 and J259 say Higher Tier assesses grades 9 to 4, and that an allowed grade 3 may be awarded to learners who are a small number of marks below the grade 3/4 boundary. Entry is to one tier only, so a Higher student sits Paper 3 and Paper 4 on J249, or components 03 and 04 on J259. In OCR's boundary documents the gap between the overall grade 4 and grade 3 boundaries was 9, 10, 9 and 9 marks on J249 and 9, 8, 8 and 8 marks on J259 across the four June series in our tables.
The qualification title is printed on the front of the question paper. Physics A (Gateway Science) is J249, and its Higher papers are Paper 3 (J249/03) and Paper 4 (J249/04). Physics B (Twenty First Century Science) is J259, and its Higher papers are Breadth in physics (J259/03) and Depth in physics (J259/04). Each Higher paper is 90 marks in 1 hour 45 minutes on both codes, so the length does not give the answer. The school's physics teacher can confirm the code, and we check it against a mock paper in the first session.
OCR's June 2026 equation sheets carry the key HT = Higher Tier only. On the J249 sheet the HT lines are pressure due to a column of liquid, momentum, force on a conductor and the primary and secondary coil potential difference and turns ratio. On the J259 sheet the HT lines are force = magnetic flux density × current × length of conductor, the coil ratio, momentum, change in momentum and pressure = density × gravitational field strength × depth. Each code's specification lists momentum under recall and apply and the others under select and apply.
In OCR's June 2026 grade boundary document the J249 Higher overall boundary for grade 4 was 80 marks out of 180 (44.4%), with grade 3 at 71. On J259 it was 71 marks out of 180 (39.4%), with grade 3 at 63. The component rows give 39 on Paper 3 and 41 on Paper 4 for J249, and 35 on Breadth and 36 on Depth for J259, each out of 90. OCR says component grades do not automatically add up to the same grade at qualification level, and says the total mark is checked against the qualification grade boundaries to get the qualification grade.
It depends on the code. On J249, OCR says extended response questions marked by a level of response scheme are included in all externally assessed papers, marked with an asterisk. On J259, OCR says the Depth paper has at least two extended response questions of 6 marks each, which is at least 12 of its 90 marks (13.3%), and that extended response questions are not found on the Breadth paper. Every Higher paper on both codes is 90 marks in 1 hour 45 minutes, which is 1.17 minutes a mark.
Both specifications permit a scientific or graphical calculator for components 01, 02, 03 and 04. On maths, OCR says the assessment of quantitative skills includes at least 30% mathematical skills at the appropriate tier for physics, and that Higher Tier questions assessing mathematical skills will not be of a lower demand than Foundation Tier GCSE Mathematics assessment. Separately, OCR says 15% of questions on J249 and no less than 15% on J259 assess practical skills, so calculation and practical questions share the paper with recall.
Yes. Both specifications say learners can retake the qualification as many times as they wish, and that they retake all the papers within the relevant tier. There is one examination series each year, in May/June, and all examined papers or components must be taken in the same series. A Higher retake therefore means Paper 3 and Paper 4 again on J249, or Breadth and Depth again on J259, which is 180 marks across two papers of 1 hour 45 minutes each.
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