Why this matters: Edexcel’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 wantEdexcel mark-scheme focus | ExampleTypical Edexcel exam stem |
|---|---|---|---|
| The big ones Command words used across almost every subject. | |||
| Analyse | Break down an issue or data to show relationships, make connections, and draw supported conclusions. Requires judgement. | Break down an author's technique (selection, tone, emphasis, omission) or an event's causes/consequences. Essential for higher marks in (a) and (c) questions. | Analyse the data in Figure 2 to explain the relationship between light intensity and the rate of photosynthesis. (6 marks) |
| Assess | Weigh up the relative importance or significance of factors. Make a judgement based on evidence. | Extended response requiring ranking, evaluating, and concluding on relative significance. | Assess the relative importance of price and quality in determining the success of a new product launch. (8 marks) |
| Calculate | Work out the value of something using mathematical methods | Correct selection and substitution into formula, followed by accurate evaluation. Full marks often awarded for correct answer without working. | Calculate the acceleration of the car using the data in Table 1. (3 marks) |
| Compare | Identify similarities and/or differences between items. | Use comparative vocabulary (e.g., 'similarly', 'whereas'). Consider the degree of support/difference, not just identification. | Compare the structures of arteries and veins. (4 marks) |
| Complete | Fill in missing information in a table, diagram, or sentence. | Recall or application of standard knowledge (e.g., formulae, names). | Complete the table by filling in the missing values for current and resistance. (3 marks) |
| Construct | Create using geometric instruments | Accurate construction showing arcs/lines | Construct the perpendicular bisector of the line segment AB shown below. (2 marks) |
| Define | Give the precise meaning of a term or concept. | Clear, accurate definition. Often a single sentence. | Define the term 'market share'. (2 marks) |
| Describe | To give an account of something. Statements in the response need to be developed, as they are often linked but do not need to include a justification or reason. | A sequence of points or a clear, factual account. Often requires recall of a process or observation. | Describe the process of osmosis. (4 marks) |
| Discuss | Identify the issue/situation/problem/argument that is being assessed within the question; explore all aspects of it; investigate it by reasoning or argument. | Extended response exploring both sides of a view, using evidence to support arguments. | Discuss the economic and social impacts of rapid urbanisation in developing countries. (9 marks) |
| Draw | Construct a diagram, graph, or chart accurately. | Clear, labelled, and accurate representation. Use a pencil and ruler where appropriate. | Draw a fully labelled diagram of a plant cell. (4 marks) |
| Estimate | Find an approximate value, number or quantity from a diagram/given data or through a calculation. | Show reasoning; answer should be within a specified range. | Estimate the height of the tree shown in the diagram. (2 marks) |
| Evaluate | Review information then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternative actions, relevant data or information. Come to a supported judgement of a subject’s quality and relate it to its context. | Use contextual knowledge to assess the validity of an interpretation. Reach a supported conclusion. | Evaluate the effectiveness of fiscal policy in reducing inflation. (12 marks) |
| Explain | An explanation requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification. | Two linked points or a cause-and-effect chain. Often requires application of theory (e.g., collision theory, electronic configuration). | Explain why the metal lid of a glass jar is easier to unscrew after it has been held under hot water. (3 marks) |
| Give | Provide a short answer, often a reason, term, or single value. | Brief and to the point; may require a keyword or simple explanation. | Give one reason why a company might choose to use secondary market research. (1 mark) |
| How | Make a judgement about the extent to which something is true. | Present a balanced argument with criteria-based judgement. Use knowledge to support and analyse the judgement (AO2). | How far do you agree that the Treaty of Versailles was the main cause of World War II? (16 marks) |
| Identify | Select or name a specific feature, process, or location from given options or a resource. | Brief, often one-word or short phrase answer. Common in multiple-choice or simple recall. | Identify the independent variable in the investigation described. (1 mark) |
| Justify | Give evidence to support either the statement given in the question or an earlier answer. | Explanation that supports a previous statement or choice. | Justify your choice of business location for the new supermarket. (4 marks) |
| Name | Provide the correct term or example | Single word or short phrase. Do not describe or explain. | Name the process by which water moves from the roots to the leaves of a plant. (1 mark) |
| Plot | Produce a graph by marking points accurately on a grid from data that is provided and then draw a line of best fit through these points. A suitable scale and appropriately labelled axes must be included if these are not provided in the question. | Accuracy within tolerance (e.g., half a small square). Correct line type required. | Plot the data from Table 2 on the scatter graph provided and draw a line of best fit. (3 marks) |
| Predict | Suggest what will happen based on given information or a trend. | A logical outcome based on scientific principles. | Predict what would happen to the population of rabbits if all foxes were removed from the ecosystem. (2 marks) |
| Prove | Demonstrate truth using logical reasoning | Complete, structured argument with clear justification | Prove that the sum of the angles in any triangle is 180°. (4 marks) |
| Show | Provide a logical sequence of steps to verify a given result. | Clear, logical working must be shown to reach the stated answer. | Show that the equation x² + 6x + 5 = 0 can be written as (x + 1)(x + 5) = 0. (2 marks) |
| Simplify | Express an algebraic expression or numerical term in its simplest form. | Cancel common factors, collect like terms, or apply index laws. | Simplify the ratio 18:24. (2 marks) |
| Sketch | Produce a freehand drawing. For a graph, this would need a line and labelled axes with important features indicated. The axes are not scaled. | Correct shape, trend, and key points (e.g., intercepts) must be shown. | Sketch the graph of y = x² - 4, indicating the points where the graph crosses the axes. (3 marks) |
| Solve | Find the value(s) of the unknown that satisfy an equation or inequality. | Manipulate the equation algebraically; state the solution(s) clearly. | Solve the equation 2x + 7 = 15. (2 marks) |
| State | Give a specific piece of information, name, or fact without elaboration. | A single word, number, or short phrase. No explanation required. | State Newton's First Law of Motion. (1 mark) |
| Suggest | Propose a plausible idea, reason, or method based on geographical understanding or a given resource. | A plausible idea or reason based on scientific principles, not necessarily a definitive recall point. | Suggest two reasons for the pattern of population density shown on the map. (4 marks) |
| Tick | Select from options presented | Simple identification of correct item | Tick (✓) one box to show which of the following is a renewable energy source. (1 mark) |
| Use | Apply information from a graph, table, or text to answer a question. | Correct manipulation of given data or a provided equation to reach an answer. | Use the graph in Figure 1 to find the distance travelled by the object in the first 10 seconds. (2 marks) |
| What | Define or identify. | Short, precise answer. | What is the chemical formula for sulfuric acid? (1 mark) |
| Which | Select from given options (often multiple choice) | Multiple choice or table completion. Read all options carefully. | Which of the following graphs shows direct proportion? (1 mark) |
| Work out | Perform a calculation to find a numerical answer. | Requires steps to be shown; often used for multi-step problems. | Work out 15% of £240. (2 marks) |
| Write | Record an answer, expression, or statement, often without needing to show working. | Correct formulae and balancing are essential. | Write down the next two terms in the sequence: 5, 8, 11, 14, ... (2 marks) |
| The science ones Show up mainly in Biology, Chemistry and Physics. | |||
| Add/Label | Requires the addition or labelling of a stimulus material given in the question, for example labelling a diagram or adding units to a table. | — | Add/Label the diagram of the human heart by writing the names of the chambers A, B, C and D in the boxes provided. (4 marks) |
| Comment on | Requires the synthesis of a number of variables from data/information to form a judgement. | — | Comment on the trend shown in the graph of unemployment rates from 2010 to 2020. (4 marks) |
| Deduce | Draw/reach conclusion(s) from the information provided. | — | Deduce, from the genetic diagram, the probability that the offspring will have cystic fibrosis. (2 marks) |
| Design | Plan or invent a procedure from existing principles/ideas. | — | Design an experiment to investigate the effect of temperature on enzyme activity. (6 marks) |
| Determine | The answer must have an element that is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively. To gain maximum marks, there must be a quantitative element to the answer. | Similar to 'calculate' or 'find', often involving graph interpretation or multi-step reasoning. | Determine the gradient of the line passing through points (2, 5) and (6, 13). (3 marks) |
| Devise | Plan an experiment or procedure. | A logical sequence of steps with necessary controls and measurements. | Devise a method to separate sand, salt and iron filings from a mixture. (4 marks) |
| Give a reason/reasons | When a statement has been made and the requirement is only to give the reason(s) why. | — | The mean temperature in July is higher than in January. Give a reason/reasons for this difference. (2 marks) |
| Place | Put items in a specific order or sequence. | Sequencing or ordering based on given criteria. | Place the following fractions in ascending order: 3/4, 2/3, 5/6. (2 marks) |
| Recall | Remember and write down a specific fact. | Direct retrieval of knowledge, often tested via multiple choice or short answer. | Recall the chemical symbol for potassium. (1 mark) |
| Select | Choose from given options. | Often linked to data interpretation. | Select the correct electronic structure for an atom of sodium from the options below. (1 mark) |
| What / Why / Which | Direct command words used for multiple-choice questions. | — | Which of the following is the correct unit for force? (1 mark) |
| The humanities ones Used in History, Geography, Religious Studies and similar. | |||
| Examine | Investigate closely using evidence from resources | Detailed analysis using specific evidence from figures/maps; 8 marks with AO4 emphasis | Examine the evidence in Source A and Source B about working conditions in factories during the Industrial Revolution. (8 marks) |
| How significant | Evaluate the importance of something. | Present a balanced argument, weighing significance against other factors. Use knowledge to support and analyse the judgement (AO2). | How significant was the role of Martin Luther King in the Civil Rights Movement? (10 marks) |
| The maths ones Used in Maths (and sometimes Sciences). | |||
| Change | Convert a quantity from one unit to another. | Show the conversion factor; a common source of error. | Change 15 kilometres into metres. (1 mark) |
| Expand | Multiply out brackets in an algebraic expression. | Apply the distributive law correctly to all terms. | Expand and simplify 3(x + 4) - 2(x - 5). (3 marks) |
| Express | Write an answer or relationship in a specified form. | May involve changing the subject of a formula, writing as a single fraction, or in a given notation. | Express 48 as a product of its prime factors. (2 marks) |
| Factorise | Express an algebraic expression as a product of its factors. | Identify common factors or use appropriate quadratic factorisation methods. | Factorise fully 6x² - 10x. (2 marks) |
| Find | Determine a numerical answer, value, or expression from given information or by calculation. | Direct application of a method or formula; answer may be exact or rounded. | Find the value of x in the equation 5x - 7 = 18. (2 marks) |
| Give a reason | Provide a geometric or mathematical fact that justifies a conclusion. | Use precise terminology (e.g., 'angles at a point sum to 360°'). | Triangle ABC is congruent to triangle DEF. Give a reason. (1 mark) |
| List | Write down a set of items, usually numbers or terms, often from a defined set. | A complete, unambiguous list is required, often in any order. | List three properties of transition metals. (3 marks) |
| Make | Rearrange a formula to change the subject. | Show clear algebraic steps; a common weakness. | Make t the subject of the formula v = u + at. (3 marks) |
| Mark | Indicate a specific point or feature on a provided diagram. | Accurate placement or labelling is required. | Mark with an 'X' the position of the epicentre on the map provided. (1 mark) |