| Grade A | Grade C | Grade E | |
| 1. Candidates use of biological knowledge, facts, principles and concepts. | From the whole specification,
with few significant omissions. Show good understanding of the principles and concepts they use. From many parts of the specification. |
Show understanding of some fundamental principles and concepts. From some parts of the specification. | Demonstrate some understanding of fundamental principles and concepts beyond that expected of sound GCSE candidates. |
| 2. Selection of biological knowledge. | They relevant to most
situations and present their ideas clearly and logically. Making use of appropriate scientific terminology, particularly when referring to specific technical terms and in expressing more general concepts and ideas. |
They frequently select
biological knowledge relevant to a particular situation or context and present
their ideas clearly and logically. Making use of appropriate scientific terminology. |
Candidates select discrete items of knowledge in response to structured questions. Use basic scientific terminology. This may be displayed consistently across the questions set or may vary between quite good and poor on different questions. |
3. Calculations. |
Candidates carry out
accurately a range of calculations in a logical manner with little guidance
and, where appropriate, support their solutions by logical explanation. |
Candidates carry out a range of calculations, making progress with minimal guidance. | Candidates select appropriate facts and principles to solve problems concerning familiar material. |
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4. Applying knowledge to solve problems. |
They demonstrate good
understanding of principles and apply them in familiar and new contexts.
They show insight into problems and suggest a number of possible solutions
using techniques, arguments, or knowledge and understanding from more than
one area of the specification and other areas of experience. They show knowledge of fundamental principles and are often able to apply these in new contexts. |
They bring together
information from more than one area of the specification. Where problems are concerned with unfamiliar material, answers relate to the appropriate subject area even if difficulties are experienced in applying the facts and principles involved. |
With some guidance,
candidates carry out accurately straightforward calculations involving the
rules of number, such as calculations of percentages, making clear the steps
in the calculations. They apply knowledge and scientific principles contained within the specification to material presented in a familiar or closely related context. They make connections between some ideas encountered in different parts of the specification. |
5. Answering questions. |
Most responses are correct, relevant and logical. In particular, longer questions are answered to an appropriate depth, communicating ideas effectively with coherent and detailed explanations. |
Many responses are
correct, relevant and logical. Their answers show some logic and coherence although they include irrelevant material. |
They use correctly a limited range of scientific terminology. |
| 6. Planning experimental work. | In experimental activities, candidates independently formulate a clear and accurate plan. | In experimental activities, candidates formulate a plan which may need some modification. | In experimental activities, candidates formulate some elements of a practical approach when provided with guidance. |
| 7. Experimental techniques. | They use a range of manipulative techniques safely and skilfully, making and recording observations with appropriate precision. | They use a range of techniques safely, making and recording observations and measurements which are adequate for the task. | They carry out frequently encountered practical procedures in a reasonably skilful manner, recognising the risks in familiar procedures and obtaining some appropriate results. |
| 8. Interpreting data. | They interpret and describe the trends and patterns shown by data presented in tabular or graphical form, indicating, where appropriate, anomalies and inconsistencies. They provide coherent, logical and comprehensive explanations using appropriate biological knowledge and terminology. They comment critically on data, evaluate it and use it to support or reject various hypotheses. They present clearly and concisely both sides of an argument by weighing up the evidence. |
They interpret and explain experimental results relating these to scientific knowledge and understanding and, with help, evaluate their results. They comment on data and use selected data to support a particular hypotheses. |
They interpret broad trends shown by data presented in tabular or graphical form. They select appropriate facts and principles to produce limited but relevant explanations and make superficial conclusions from data. They may need assistance to relate these to biological knowledge and understanding. |