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Each example evaluates how students use information, interpret figures and tables, link points to environmental or biological effects, and reach judgements when required. The booklet outlines what distinguishes Level 2 from higher levels, including use of comparisons, magnitude, scientific relevance, and whether links and details are sufficiently precise for full marks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-science-hub-schools-network-spring-update-booklet-3-commentaries-and-marks-awarded/623429/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-science-hub-schools-network-spring-update-booklet-3-commentaries-and-marks-awarded/623429.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What kinds of elements do the commentaries focus on when awarding marks?","Question",{"text":112,"@type":113},"They focus on whether students make relevant points, use the provided information (including figures or tables), link points to effects, and include appropriate judgements when relevant.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Level 2 differ from higher levels in these examples?",{"text":117,"@type":113},"Level 2 responses show some scientifically relevant links and use of information, but may lack sufficient detail, correct figures, magnitude of differences, or fully developed comparisons that justify higher levels.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are numerical inaccuracies mentioned in the marking explanations?",{"text":121,"@type":113},"The booklet notes that some quoted numbers may not be entirely correct, yet the overall reasoning and use of information can still lead to the awarded mark level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623429,1792546918,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","GCSE Science  \nHub schools network  \nSpring update  \nBooklet 3-commentaries and marks awarded  \nPublished: Spring 2019  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| Examples 1-4 | 4 |\n| Examples 5-10 | 5 |\n| Examples 11-15 | 6 |\n| Examples 16-22 | 7 |\n| Examples 23-28 | 8 |\n| Examples 29-30 | 9 |\n\nCommentaries and marks awarded  \nExample 1  \nThe student has expressed a judgement/opinion at the end of the passage – ‘I don’t think triploid oysters should be sold in supermarkets or restaurants as the potential effect on health outweighs the good taste year round and the quick growth time’. They have given a number of points for and against the use of triploid oysters, using both the information they are given (eg ‘Triploid oysters grow more quickly than diplpoid oysters’) and expanding on it with their own  \nknowledge/understanding (eg ‘resulting in higher yield’‘as they are cheaper due to their quick growth’) . They have used these points to support their opinion.  \n6 marks awarded.  \nExample 2  \nThis student has given a number of relevant points regarding the change in use of fossil and renewable fuels , and has clearly linked them to an account of their effects on the environment.  \nThis response is in Level 2. The student has referred to the information in Figure 2, and gone further than simply quoting numbers: they have done something with them to support their account. Although the numbers they have quoted are not entirely correct (the increase in renewables is 6% not 3%), that does not detract from an excellent answer.  \n4 marks awarded  \nExample 3  \nThis is a top Level 2 answer. The student has clearly written a comparison of the two methods of disposal – you can see that from their use of ‘more …than’ and ‘but’. They have addressed all three of the aspects of the table, and used the figures in the table for all three aspects to indicate the magnitude of the differences.  \nThey have gone on to give a judgement, which was not asked for, but which is consonant with what they have said in the rest of their response.  \n4 marks awarded  \nExample 4  \nThe student hasn’t actually given a judgement, so this answer is not in Level 3.  \nThey have given some relevant points – ‘taste good all year’, ‘grow very big’ (although they’ve extrapolated this from the fact that they grow rapidly, which is not necessarily correct), ‘the chemical used in producing it can cause cancer’. They have linked their statements simply to areason for and against the use of these oysters – ‘can be useful to people wanting to eat the oysters’ (although they haven’t indicated how), ‘could lead to people …eating the food getting cancer’ so this is more than a Level 1 response.  \nSince there are only the two simple statements and the links are simple and not entirely clear, this is a low Level 2 answer.  \n3 marks awarded  \nExample 5  \nRelevant points have been identified – increase in nuclear power, decrease in coal and a note about a difference in use of renewables (although have not stated whether this is an increase or decrease) . Some further detail is given (ie use of numbers from the charts), and links have been made to changes in pollution and greenhouse gases, and the student has speculated on possible impact of use of renewables if it’s wood based) . This is clearly a Level 2 answer.  \nThey have simply quoted numbers from the charts rather than go a little further with the numbers, and the links are quite simple, so this is not quite enough for a top Level 2 answer.  \n3 marks awarded  \nExample 6  \nTwo simple statements have been made. There is no indication of the magnitude of the differences – simply stating ‘less’ and ‘more’ is not sufficient. This is not a Level 2 response.  \nHowever, there is an idea of comparison rather than simply making statements, so there is enough here to gain more than 1 mark.  \n2 marks awarded  \nExample 7  \nThe student has identified relevant features of the manufacture of poly(styrene) cups and identified both advanta","cbCaigdy1ZKs7keu","https://ap.wps.com/l/cbCaigdy1ZKs7keu","pdf",471839,12,"English","# Examples 1-4\n# Examples 5-10\n# Examples 11-15\n# Examples 16-22\n# Examples 23-28\n# Examples 29-30","[{\"question\":\"What kinds of elements do the commentaries focus on when awarding marks?\",\"answer\":\"They focus on whether students make relevant points, use the provided information (including figures or tables), link points to effects, and include appropriate judgements when relevant.\"},{\"question\":\"How does Level 2 differ from higher levels in these examples?\",\"answer\":\"Level 2 responses show some scientifically relevant links and use of information, but may lack sufficient detail, correct figures, magnitude of differences, or fully developed comparisons that justify higher levels.\"},{\"question\":\"Why are numerical inaccuracies mentioned in the marking explanations?\",\"answer\":\"The booklet notes that some quoted numbers may not be entirely correct, yet the overall reasoning and use of information can still lead to the awarded mark level.\"}]","GCSE Science Hub schools network - Spring update - Booklet 3 - commentaries and marks awarded | PDF",1792468409]