Handouts Booklet v1.0

Focus on success:
GCSE science
Extended response
questions
Build on your students’
assessment performance
using our self-guided,
modular training pack
Handouts
booklet
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 2 of 16
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Contents
Contents Page
Command words 4
Annotated mark scheme 5
Levels descriptors 6
Process of applying a levels of response mark scheme 8
Personal action plan 9
Group action plan 11
Command words
The following command words are all commonly used in extended response questions.
Calculate
Students should use numbers given in the question to work out the answer.
Compare
This requires the student to describe the similarities and/or differences between things, not just
write about one.
Describe
Students may be asked to recall some facts, events or process in an accurate way.
Design
Set out how something will be done.
Determine
Use given data or information to obtain an answer.
Evaluate
Students should use the information supplied, as well as their knowledge and understanding, to
consider evidence for and against when making a judgement.
Explain
Students should make something clear, or state the reasons for something happening.
Plan
Write a method.
Suggest
This term is used in questions where students need to apply their knowledge and understanding to
a new situation.
Annotated mark scheme
This example mark scheme is taken from the summer 2018 GCSE Biology 2H paper. It is for a
6-mark ‘Design/Plan/Describe a method’ question (see generic level descriptors, below).
The specification reference is

shown.
Each command word has a generic set of levels
descriptors.
The indicative content shows the scientific points a student could

use in their response. The list is not exhaustive, and students could
There may be extra guidance to
use other ideas. Students do not need to include all of the
clarify what students need to do
indicative points to gain full marks.
to get into the higher level.
Levels descriptors
The mark scheme uses generic level descriptors linked to the specific command word.
Calculate/Determine: use numbers/data to work out the answer.

A multi-step calculation worth 4, 5 or 6 marks with a points scheme.
Compare: describe the similarities and/or differences between things, not just write about one.
4 or 6 marks with two level descriptors.
Level 2: Scientifically relevant features are identified; the way(s) in which they are 3–4 or
similar/different is made clear and (where appropriate) the magnitude of the
4–6
similarity/difference is noted.
Level 1: Relevant features are identified and differences noted. 1–2 or

1–3
No relevant content 0
Describe: recall some facts, events or process in an accurate way.

4 or 6 marks with two level descriptors.
Level 2: Scientifically relevant facts, events or processes are identified and given 3–4 or
in detail to form an accurate account.
4–6
Level 1: Facts, events or processes are identified and simply stated but their 1–2 or
relevance is not clear.
1–3
Design/Plan/Describe a method: set out in a logical order how something can be done.
6 (or 4) marks with three (or two) level descriptors.
Level 3: The method would lead to the production of a valid outcome. The key 5–6
steps are identified and logically sequenced.
Level 2: The method would not necessarily lead to a valid outcome. Most steps 3–4
are identified, but the method is not fully logically sequenced.
Level 1: The method plan would not lead to a valid outcome. Some relevant 1–2
steps are identified, but links are not made clear.
Evaluate: use the information supplied, as well as knowledge and understanding, to consider
evidence for and against. Make a judgement about the value of something with a respect to a
particular purpose.
The response is based on analysis so identification of relevant features is necessary and the use
of relevant criteria. Response might need to look critically from a number of angles.
Level 3: A judgement, strongly linked and logically supported by a sufficient range 5–6
of correct reasons, is given.
Level 2: Some logically linked reasons are given. There may also be a simple 3–4
judgement
Level 1: Relevant points are made. They are not logically linked. 1–2
Explain: clarify by describing in more detail or revealing additional, relevant facts. Give causes or
motivating factors of why something has happened.
Level 3: Relevant points (reasons/causes) are identified, given in detail and 5–6
logically linked to form a clear account.
Level 2: Relevant points (reasons/causes) are identified, and there are attempts 3–4
at logically linking. The resulting account is not fully clear.
Level 1: Points are identified and stated simply, but their relevance is not clear 1–2
and there is no attempt at logical linking.
Process of applying a levels of
response mark scheme
Step 1: Read the level descriptors
for the command word.
Step 2: Assigning a level
Read through the whole of the

student’s response. Using a best fit
approach, assign a level for the
answer.
Step 3: Refer to the indicative

content and read the answer
through again.
Decide which of the two marks in

that level you would assign to the
answer.
AQA has a positive marking policy.
Full marks does not always mean
students have to write a ‘perfect’
answer. Students are required to
fulfil the requirements of the mark
scheme to be awarded full marks.
Personal action plan
Following your training session and results of your post-session health check, use this action plan
to help continue your development in specific areas.
Knowledge/competency area Development notes

Clear understanding of command words and
levels of response descriptors
The features of levels of response mark

schemes and how to apply them
Strategies to support improvements to student

skills with command words/levels of response in
extended response questions
Personal development aim/target:
What do I need to achieve?
Actions:
Support required:
Measure(s) of success:
Review date(s):
Achievement date:
Group action plan
Following the group reflection on the session, complete this action plan to support the department’s
continued development.
Department goal:
Where is the knowledge and expertise?
Actions:
Who has ownership of each area?
Support required:
How will we work together?
How will we hold each other to account?
Measure(s) of success:
How will we evidence achievements?
Review date(s):
Achievement date:
Notes
Notes
Notes
Contact us
T: 01483 477756
E: gcsescience@aqa.org.uk
aqa.org.uk

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Focus on success:

Annotated mark scheme 5

Process of applying a levels of response mark scheme 8

Personal action plan 9

Group action plan 11

The specification reference is

The indicative content shows the scientific points a student could

Calculate/Determine: use numbers/data to work out the answer.

Level 1: Relevant features are identified and differences noted. 1–2 or

Describe: recall some facts, events or process in an accurate way.

Step 2: Assigning a level

Read through the whole of the

Step 3: Refer to the indicative

Decide which of the two marks in

Knowledge/competency area Development notes

The features of levels of response mark

Strategies to support improvements to student

What do I need to achieve?

Where is the knowledge and expertise?

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