Each examination question starts with a command word. The command word tells you what kind of answer earns the marks. The number of marks tells you how much to write.
This page gives Pearson's definition of each word, how the mark scheme rewards it, what examiners say about it, and an answer shape that earns the marks.
| Command word | What you do | Marks in past papers | How it is marked | Past-paper parts |
|---|
Recall a fact. Write it in a few words.
Each correct fact usually earns one mark. A 2-mark question wants two different facts. Do not explain: there is no mark for a reason, and a long answer wastes time.
Make each fact specific. For a property, give the exact property, for example tensile strength, not ‘strong’. Do not give a characteristic, such as ‘easy to work’, when the question asks for a property.
When the command verb is 'name', a very short, often one word, response is appropriate.
The command verb 'give' requires a very short response.
The command verb here is 'state', so lengthy descriptions or explanations are not necessary, for example 'stable material' would be perfectly acceptable as one of the answers.
Make a point, then give the reason, then give the result of that reason.
‘Explain’ is the most common command word on the paper. Most ‘explain’ parts are worth 3 marks for each point. A 6-mark part wants two points, and a 9-mark part wants three.
Each 3-mark point is a chain of three linked steps. The first step identifies the fact. The second step gives the reason it matters. The third step gives the further result for the product or the user. Each step earns one mark only if it follows from the step before it.
Link every step to the product in the question. A true fact that does not matter for this product earns nothing.
There is a 3 mark explain type question which requires a candidate to give a fact (sometimes knowledge in isolation and sometimes related to a specific context and follow it up with a justification which leads to further conclusion or a further consequence.
The command verb here is 'explain' so candidates need to provide a linked two-part response identifying a valid property and then give a reason why the property is appropriate to the product or the expected use of the product.
List the steps of a process in the correct order, or list the features of something.
One correct step or feature usually earns one mark, so a 4-mark part wants four. For a process, keep the steps in the correct order.
Many ‘describe’ questions say ‘using labelled sketches’ or ‘using notes and sketches’. Then you must draw. Each sketch needs notes that say what happens, not only labels that name the parts.
Candidates should remember that when asked to 'describe', using labelled sketches, they must provide both images and written content, in order to be awarded full marks.
Remember: if you are asked to 'describe using notes and sketches', you must include a sketch and appropriate annotations - simple labelling or naming the parts on the sketch is not enough.
Give the essential features of a process, system or idea, clearly and in order. No conclusion.
An ‘outline’ part is marked by points: one mark for each correct, relevant point. In past papers, ‘outline’ parts are worth 4 to 6 marks, so you need 4 to 6 separate points. Short sentences are enough. Do not repeat a point in different words.
Six key points need to be covered for a six-mark 'outline' question.
Remember: if you need to outline a process and six marks are available, you will need to cover six stages.
Work out a number. Show each step.
A correct final answer earns full marks. A wrong final answer can still earn marks for each correct step, but only if you show the steps. So always write every step, with units.
Before you start, convert all values to the same units. Write the formula before you put numbers into it. Give the answer in the units and to the accuracy the question asks for.
Remember! In mathematics questions you are awarded full marks for the correct answer even if no working is shown.
Show your working out! You'll probably pick up some marks even if you get the final answer wrong.
Make an accurate drawing that follows the drawing conventions.
In past papers, the drawing question gives an object in one kind of drawing and asks for it in another, for example an isometric drawing from orthographic views. Most drawing questions are worth 6 marks and use a levels mark scheme: the more accurate and complete the drawing, the higher the level.
Use a ruler. Measure from the grid or the given views. Keep the correct angles and proportions for the type of drawing. Practise isometric, orthographic and nets before the examination.
Explore an issue from several sides, with linked reasons and evidence. No conclusion is needed.
‘Discuss’ parts are worth 6 or 9 marks and use a levels mark scheme. The examiner reads the whole answer and puts it in a level. A list of points stays in the lowest level, however many points it has. To reach the top level, link a wide range of factors and apply each one to the context of the question.
| Level | What the mark scheme says (9-mark version) |
|---|---|
| 3 (7–9) | ‘Comprehensive discussion that makes effective links between a wide range of factors, demonstrating thorough understanding.’ ‘Considered and effective application of understanding to the context of the question.’ |
| 2 (4–6) | ‘Coherent discussion that makes some relevant links between a sufficient range of factors, demonstrating competent understanding.’ |
| 1 (1–3) | ‘Superficial discussion that considers a narrow range of factors, demonstrating limited understanding.’ |
Mark scheme, June 2024, Question 8. 6-mark ‘discuss’ parts use the same words with marks 1–2, 3–4 and 5–6.
In a discussion question, do not just list, or bullet point, issues: discuss the issues in a balanced way, within your response.
'Discuss' questions need a balanced response.
Weigh strengths and weaknesses with evidence, then reach a supported judgement.
In every past paper, the last question is an ‘evaluate’ question worth 12 marks. Some papers also have a 9-mark ‘evaluate’ part. Both use a levels mark scheme; the 12-mark version has four levels. The difference from ‘discuss’ is the judgement: you must come to a conclusion, and you must support it with evidence.
| Level | What the mark scheme says (12-mark version) |
|---|---|
| 4 (10–12) | ‘Thorough and balanced evaluation that synthesises relevant understanding into a well-developed conclusion.’ ‘Judgements are supported by pertinent evidence throughout.’ |
| 3 (7–9) | ‘Balanced evaluation that synthesises relevant understanding into a considered conclusion.’ ‘Judgements are mostly supported by relevant evidence.’ |
| 2 (4–6) | ‘Imbalanced evaluation that synthesises some relevant understanding into a generally coherent conclusion.’ |
| 1 (1–3) | ‘Incomplete evaluation with unresolved conclusion that demonstrates limited synthesis of understanding.’ |
Mark scheme, June 2024, Question 11.
Remember to look at the command verb. When you are asked to 'evaluate', you need to include concluding or evaluative comments. These can be embedded throughout the response or included in a final conclusion at the end of your response.
At this level the work was more descriptive than evaluative.
Pearson lists these words, but no Component 1 paper from 2019 to 2025 has used them as the command word of a question.
‘Consider’ has the same definition as ‘discuss’. The skills in these words still matter: the ‘evaluate’ levels reward the analysis and the justified judgement that ‘analyse’ and ‘justify’ describe.