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It is for a 6-mark‘Design/plan’ question (see generic levels descriptors, below) .  \nEach command word has a generic set of levels descriptors.  \nThe number of marks for each Assessment Objective are shown, along with the specification  \nreferences  \nThe indicative content shows the scientific points a student could use in their response. The list is not exhaustive, and students could use other ideas. Students do not need to include all of the indicative points to gain full marks.  \nGCSE Science generic level descriptors  \nThe mark scheme uses generic level descriptors, which are linked to the specific command word. This approach improves the consistency of levels-marked questions. There is specific indicative content for the examiner to consider.  \n1. Calculate/Determine: Use numbers/data to work out the answer. A multi-step calculation worth 4 , 5 or 6 marks with a points mark scheme.  \n2. Compare: Describe the similarities and/or differences between things, not just write about one.  \n4 or 6 marks with two level descriptors.  \n\n| Level 2: Scientifically relevant features are identified; the way(s) in which they are similar/different is made clear and (where appropriate) the magnitude of the similarity/difference is noted. | 3-4\u003Cbr>or\u003Cbr>4-6 |\n| --- | --- |\n| Level 1: Relevant features are identified and differences noted. | 1-2\u003Cbr>or\u003Cbr>1-3 |\n| No relevant content | 0 |\n\n3. Describe: Recall some facts, events or process in an accurate way.  \n4 or 6 marks with two level descriptors.  \n\n| Level 2: Scientifically relevant facts, events or processes are identified and given in detail to form an accurate account. | 3-4\u003Cbr>or\u003Cbr>4-6 |\n| --- | --- |\n| Level 1: Facts, events or processes are identified and simply stated but their relevance is not clear. | 1-2\u003Cbr>or\u003Cbr>1-3 |\n| No relevant content | 0 |\n\n4. Design/Plan/Describe a method: Set out in a logical order how something can be done.  \n6 (or 4) marks with three (or two) level descriptors.  \n\n| Level 3: The method would lead to the production of a valid outcome. The key steps are identified and logically sequenced. | 5-6 |\n| --- | --- |\n| Level 2: The method would not necessarily lead to a valid outcome. Most steps are identified, but the method is not fully logically sequenced. | 3-4 |\n| Level 1: The method plan would not lead to a valid outcome. Some relevant steps are identified, but links are not made clear. | 1-2 |\n| No relevant content | 0 |\n\n5. 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 respect to a particular purpose.  \nThe 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.  \n6 (or 4) marks with three (or two) level descriptors.  \n\n| Level 3: A judgement, strongly linked and logically supported by a sufficient range of correct reasons, is given. | 5-6 |\n| --- | --- |\n| Level 2: Some logically linked reasons are given. There may also be a simple judgement | 3-4 |\n| Level 1: Relevant points are made. They are not logically linked. | 1-2 |\n| No relevant content | 0 |\n\n6. Explain: Clarify by describing in more detail or revealing additional, relevant facts. Gives causes or motivating ","cbCaigaGPv6lRFmY","https://ap.wps.com/l/cbCaigaGPv6lRFmY","pdf",8569317,44,"English","# The levels of response mark scheme\n## GCSE Science levels descriptors\n# Examples for discussion\n## Compare\n## Describe\n## Design/plan\n## Evaluate\n## Explain\n# Resource and guidance materials","[{\"question\":\"What is the purpose of the levels of response mark scheme in this booklet?\",\"answer\":\"It provides generic levels descriptors linked to specific command words, helping improve consistency for questions marked by level. Indicative content guides what scientific points students could use.\"},{\"question\":\"How does the booklet define the higher levels for “Compare” responses?\",\"answer\":\"It requires scientifically relevant features to be identified and the ways they are similar or different to be made clear, including noting the magnitude of similarity/difference where appropriate.\"},{\"question\":\"What does the booklet expect for an “Evaluate” response to reach the top level?\",\"answer\":\"It expects a judgement strongly linked and logically supported by a sufficient range of correct reasons, based on supplied information plus knowledge and understanding.\"}]","GCSE Science Hub schools network - Spring update - Booklet 1 - student examples and accompanying documents | PDF",1792468466,111]