Why this matters: AQA’s mark schemes are written around specific command words. Miss the signal and you drop marks even when the content is right. Each row below shows what the word means, what examiners reward, and how it actually appears on the paper.
| Command word | What it meansPlain-English definition | What examiners wantAQA mark-scheme focus | ExampleTypical AQA exam stem |
|---|---|---|---|
| The big ones Command words used across almost every subject. | |||
| Analyse | Examine in detail using economic evidence and chains of reasoning. Must develop logical chains linking causes to effects, using data/source material where provided. Level-of-response marked. | Break down a topic or data (e.g., a food diary) to identify key features, patterns, and links to theory. Often paired with 'Evaluate' in extended questions. | Analyse the likely economic effects of a significant increase in the national minimum wage. (6 marks) |
| Assess | Make an informed judgement, weighing up the importance of different factors. | Consider both sides of an argument or the significance of different factors, leading to a supported conclusion. Typically a 9-mark question. | Assess the importance of market research for a new business entering a competitive market. (9 marks) |
| Calculate | Work out a numerical answer showing clear working. Method marks and answer marks awarded separately. Correct answer with no working shown still gains full marks. | Show clear workings. Marks are often awarded for correct method even if the final answer is wrong. Units and rounding may be specified. | Calculate the area of the triangle shown in Figure 2. (3 marks) |
| Choose | Select from given options | Clear indication of choice | Choose the correct word from the box to complete the sentence about photosynthesis. (1 mark) |
| Compare | Identify similarities and/or differences between two or more items | Requires explicit reference to both items, often with quantitative data | Compare the structure of a plant cell with the structure of an animal cell. (4 marks) |
| Complete | Fill in missing information, such as a sentence, table, diagram, or Punnett square. | Add to a diagram, table, or sentence; accuracy and use of correct conventions (e.g., hidden detail lines) are essential | Complete the Punnett square to show the possible genotypes of the offspring. (2 marks) |
| Construct | Create an accurate geometric figure using appropriate instruments | Accurate construction with arcs/lines shown; within tolerance | Construct the perpendicular bisector of line AB shown below. (2 marks) |
| Define | State the meaning of a term. Must be a precise definition, not a description or example. | A concise, accurate definition using key terminology. Often a 2-mark question requiring precision (e.g., 'willing and able to buy'). | Define the term 'osmosis'. (2 marks) |
| Describe | Give an account of something, including relevant detail. More than just stating — needs some development. | Recall and present key features or characteristics, often for 4 marks. Requires clear, factual knowledge without explanation. | Describe the process of aerobic respiration. (4 marks) |
| Discuss | Consider different aspects or arguments, giving points for and against. Must include balanced analysis, not just one-sided benefits. | Extended essay (12 marks). Must explore multiple sociological perspectives, apply knowledge to the question, and include analysis and evaluation (AO1, AO2, AO3). A conclusion or integrated judgement is expected. | Discuss the arguments for and against the government increasing spending on renewable energy. (9 marks) |
| Draw | Produce a diagram (typically demand and supply). Must include correctly labelled axes, correctly drawn and labelled curves, and clear marking of equilibrium/shifts as required. | Use appropriate drawing conventions (e.g., third-angle orthographic, isometric, exploded views); accuracy and proportion matter | Draw a correctly labelled diagram to show how an increase in demand affects the market equilibrium price and quantity. (4 marks) |
| Estimate | Find an approximate value using rounded numbers or sensible guess | Show rounding/simplification method; answer should be sensible | Estimate the answer to 712 ÷ 9. (1 mark) |
| Evaluate | Make a judgement by weighing up arguments for and against, considering short and long run, and reaching a justified conclusion. Must present both sides and make a final supported judgement. Level-of-response marked with 5 levels. | Make a judgement (e.g., on the healthiness of a diet or the effectiveness of a method), justify it with evidence, and often suggest improvements. A key component of AO4 questions. | Evaluate the effectiveness of using price as the main method of allocating resources in an economy. (15 marks) |
| Explain | Give a reason or reasons for something. Requires identification of a point AND development/elaboration of that point with clear reasoning. | Provide a clear cause-and-effect chain or justification. Often requires 'how' or 'why'. A simple point may gain 1 mark; a developed explanation with linked points can gain 2 marks. | Explain one reason why a business might choose to use batch production. (3 marks) |
| Give | Provide a specific piece of information, often a name, reason, or example. | Often a short, factual response (e.g., name, state, list); may require a single point or several bullet points | Give one example of a fixed cost for a manufacturing business. (1 mark) |
| How | Describe the method, process, or mechanism by which something occurs. | Often used in interpretation questions (e.g., 'How do they differ?') requiring analysis of content or provenance. | How does the structure of a villus in the small intestine help with the absorption of nutrients? (3 marks) |
| Identify | Select or name a specific term, concept, or piece of information. | A single, correct answer, often from a list or stimulus. No explanation required for 1-mark multiple-choice. | Identify the independent variable in the investigation described. (1 mark) |
| Justify | Give reasons to support an answer or viewpoint. Must link AO1 knowledge to the context (AO2) and show impact on performance (AO3). | Provide a reasoned case, often as part of an evaluative conclusion in an extended response (e.g., 15-mark essay). | Justify the choice of location for a new retail outlet. (6 marks) |
| Name | Provide the correct term or identify a structure from a stimulus. | A single, specific answer is expected (e.g., a material, process, or component); avoid generic terms | Name the process by which water moves from the roots to the leaves of a plant. (1 mark) |
| Outline | Set out main characteristics or general principles | A brief summary of key points without detailed explanation; more than a list but less than a full explanation | Outline two functions of the human skeleton. (2 marks) |
| Plot | Mark a point accurately on a coordinate grid | Points placed correctly within tolerance (±½ small square). | Plot the point (3, -2) on the coordinate grid provided. (1 mark) |
| Predict | Suggest what will happen based on given information | Logical outcome based on principles or trends | Using the pattern in the sequence 5, 8, 11, 14, predict the next term. (1 mark) |
| Prove | Use logical reasoning and known facts to establish truth of a statement | Clear, step-by-step argument with justification for each step | Prove that the sum of the angles in a triangle is 180°. (4 marks) |
| Shade | Select correct answer(s) in a multiple-choice format | Correct selection only; often 1-2 marks | Shade the correct circle to show your answer. (1 mark) |
| Show | Present a logical sequence of steps to demonstrate a result | Clear working must be shown; may require algebraic manipulation or geometric reasoning | Show that the equation x² + 6x + 5 = 0 can be written in the form (x + a)² + b = 0. (3 marks) |
| Simplify | Express an algebraic expression in its simplest form | Collect like terms, factorise, or cancel as appropriate | Simplify fully (4x²y³) / (2xy). (2 marks) |
| Sketch | Draw a simple diagram or graph; accuracy of shape/trend is key | Clear representation; 100% accuracy not required; often 1-4 marks | Sketch the graph of y = x² - 4, showing the coordinates where the graph crosses the axes. (3 marks) |
| Solve | Find the value(s) of the unknown that satisfy an equation | Algebraic manipulation leading to correct solution(s) | Solve the equation 2x + 7 = 15. (2 marks) |
| State | Give a brief, factual answer with no explanation needed. Often used for definitions or listing examples. | A brief, factual answer without need for explanation. Often 1-2 marks for listing examples or features. | State the unit of force. (1 mark) |
| Suggest | Apply knowledge and understanding to a new situation to propose a reason, method, or conclusion. | Propose a plausible answer based on knowledge or the stimulus; credit is given for reasonable suggestions even if not exhaustive | Suggest why a sample of river water might have a higher concentration of nitrates than a sample of rainwater. (2 marks) |
| Tick | Select the correct answer(s) from a list of options. | Accurate selection; follow instructions on number of selections precisely. | Tick one box to show which of the following is a vector quantity. (1 mark) |
| Use | Apply information from a stimulus (graph, table, diagram) in your answer | Direct application of data/figures from stimulus | Use the graph in Figure 4 to find the cost of hiring the van for 5 days. (1 mark) |
| What | Recall or identify a specific piece of information | Direct recall of fact, name, value, or component | What is the chemical symbol for potassium? (1 mark) |
| Which | Choose from a set of options, often in a multiple-choice format. | Used in evaluative questions (e.g., 'Which interpretation is more convincing?') requiring a substantiated judgement based on contextual knowledge. | Which of the following is a renewable energy source? (1 mark) |
| Why | Asks for a reason (similar to 'Explain'). | Similar to 'Explain', focusing on causation. Used in interpretation questions to analyse reasons for differences between interpretations. | Why is a control variable important in a scientific investigation? (2 marks) |
| Work out | Perform a calculation to find a numerical answer | Show clear method steps; answer may require units or context | Work out the value of 5² + 2³. (2 marks) |
| Write | Produce a specific response, such as a hypothesis | Clear, operationalised statement; often 2 marks | Write a hypothesis for the investigation described. (1 mark) |
| The science ones Show up mainly in Biology, Chemistry and Physics. | |||
| Determine | Use given information to establish a fact, value, or outcome. | Often involves graph analysis (gradient, area) or multi-step calculation | Using the data in Table 1, determine which metal has the highest density. (2 marks) |
| Interpret | Explain the meaning of data or information | Extraction and explanation of trends or patterns | Interpret the trend shown in the line graph in Figure 3. (2 marks) |
| Label | Add identifying words to a specified part of a diagram. | Correct identification of named parts | Label parts A, B and C on the diagram of the heart. (3 marks) |
| Measure | Determine a value from a diagram or apparatus | Accurate reading using appropriate units | Measure the length of line PQ in centimetres. (1 mark) |
| Plan | Design a valid investigation method to test a hypothesis. | Logical sequence including apparatus, variables, repeats, and safety. | Plan an investigation to find out how light intensity affects the rate of photosynthesis. (6 marks) |
| Where | Identify a location or site. | Specific named place or structure. | Where in a plant cell does photosynthesis occur? (1 mark) |
| The humanities ones Used in History, Geography, Religious Studies and similar. | |||
| Examine | Investigate a strength or weakness of a piece of evidence or a method. | A two-stage response: 1) Analysis (identifying the strength/weakness), 2) Evaluation (a judgement on why it is a strength/weakness). Typically worth 2 marks (1+1). | Examine one strength and one weakness of using questionnaires in sociological research. (4 marks) |
| How useful | Evaluate the value of a source for a particular enquiry | Requires analysis of source content and provenance (author, date, purpose, audience) using contextual knowledge to assess utility and limitations. | How useful is Source A for a historian studying attitudes towards the Suffragettes? (8 marks) |
| Using | Refer to information from a specified source | Explicit reference to figure/map/data, not just general knowledge | Using Source B, describe the conditions in the factory. (4 marks) |
| What term | A variant of 'Identify' used specifically for multiple-choice questions asking for key sociological terminology. | Selection of the correct term from the options provided. Tests recall of glossary terms. | What term describes a two-parent family with dependent children? (1 mark) |
| The maths ones Used in Maths (and sometimes Sciences). | |||
| Answer | Respond to a question, often requiring interpretation | May be a short sentence, value, or conclusion | Answer the question below using the information in Figure 1. (2 marks) |
| Circle | Select the correct answer by drawing a circle around it | One clear choice; ambiguous marks not accepted | Circle the correct answer to complete the sentence about the function of the mitochondria. (1 mark) |
| Convert | Change from one unit or form to another | Correct conversion with appropriate steps | Convert 450 millilitres into litres. (1 mark) |
| Enlarge | Draw a shape similar to a given shape by a scale factor | Accurate construction with correct scale and position | Enlarge shape A by scale factor 3, centre (0, 0). (2 marks) |
| Expand | Multiply out brackets in an algebraic expression | All terms correct and simplified | Expand and simplify 3(x + 4) + 2(x - 5). (2 marks) |
| Express | Write in a specified form | Correct format with simplification if required | Express 48 as a product of its prime factors. (2 marks) |
| List | Write items in a systematic order | All required items; no repeats; order may or may not matter | List three factors that can affect the rate of an enzyme-controlled reaction. (3 marks) |
| Make an accurate drawing | Construct a shape to given dimensions using instruments | Ruler and compasses expected; tolerance small | Make an accurate drawing of triangle ABC where AB = 8cm, BC = 6cm and angle ABC = 90°. (2 marks) |
| Match | Pair items from one set with corresponding items from another | All correct pairings needed for full marks | Match each key term with its correct definition by drawing a line between them. (3 marks) |
| Put in order | Arrange numbers or expressions from smallest to largest (or vice versa) | All items in correct sequence; conversions often needed | Put these fractions in order of size, starting with the smallest: 2/3, 1/2, 5/6. (2 marks) |
| Rationalise | Rewrite a surd expression with rational denominator | Correct manipulation to required form | Rationalise the denominator of 1 / √5. (2 marks) |
| Rearrange | Change the subject of a formula | Algebraic manipulation to isolate the required variable | Rearrange the formula v = u + at to make a the subject. (2 marks) |
| Represent | Show information graphically or symbolically | Clear, appropriate representation | Represent the data from Table 2 in a suitable bar chart on the grid provided. (3 marks) |
| The rest Board-specific or subject-specific outliers. | |||
| Recommend | Present a justified course of action. | Must be based on analysis of context, with clear reasoning. Often the command for 9-mark evaluative questions. | Recommend a suitable promotional strategy for a new smartphone, justifying your choice. (6 marks) |
| Using Figure/Table | Extract and use information from the given stimulus material. Answers must reference the data provided, not just give generic economic theory. | varies | Using Figure 5, explain the change in the exchange rate between 2020 and 2021. (4 marks) |