Homeschool Guide: These lesson plans are a guide for parents. Content may contain errors — always cross-reference with official exam board specifications.

L1: Exam Command Words

FoundationHigherAll Boards

4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: OCR

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: Exam Command Words

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

3 quick questions to activate prior knowledge about exam command words. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: L1.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Exam Command Words. Goal: by the end you can ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of', using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Exam Command Words is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of' - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. What is asked? Explain
  2. Recall knowledge:
  3. Apply: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require different approaches
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Break down: Separate parts?
  2. Solve each: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using exam command words
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does work this way?"
A: Analogy: "✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Exam Command Words in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to essay-writing-skills / period-study-technique
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on exam command words, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 2: Core Concepts: Exam Command Words

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on exam command words. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: L1.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Exam Command Words. Goal: by the end you can ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of', using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Exam Command Words is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of' - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. What is asked? Explain
  2. Recall knowledge:
  3. Apply: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require different approaches
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Break down: Separate parts?
  2. Solve each: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using exam command words
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does work this way?"
A: Analogy: "✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Exam Command Words in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to essay-writing-skills / period-study-technique
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on exam command words, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 3: Application: Exam Command Words

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on exam command words. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: L1.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Exam Command Words. Goal: by the end you can ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of', using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Exam Command Words is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of' - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. What is asked? Explain
  2. Recall knowledge:
  3. Apply: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require different approaches
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Break down: Separate parts?
  2. Solve each: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using exam command words
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does work this way?"
A: Analogy: "✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Exam Command Words in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to essay-writing-skills / period-study-technique
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on exam command words, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Lesson 4: Exam Practice: Exam Command Words

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on exam command words. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: L1.
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Exam Command Words. Goal: by the end you can ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of', using the method shown step by step. Connects to the previous lesson in this unit because you'll reuse its method throughout today's work."
Mins 5-15 - Direct Instruction: 1) Define: "Exam Command Words is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of' - a real example worked through in full..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. What is asked? Explain
  2. Recall knowledge:
  3. Apply: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require different approaches
  4. Check: Check the units named in the question and sense-check the size of your answer.
  5. Answer: State the complete final answer.

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Break down: Separate parts?
  2. Solve each: ✗ Giving a one-sided answer to a 'how far' question ✓ Always present both sides of the argument before making your judgement ✗ Writing everything you know about a topic regardless of the command word ✓ Tailor your answer to the specific command word — description, explanation and evaluation require
  3. Combine: The parts chain: each answer feeds the next step of the question.
  4. Final answer: Evidence cited from the lesson content.
Worked Example 3: Data/Application

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using exam command words
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does work this way?"
A: Analogy: "✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'". Try re-draw or re-write the worked example from memory, then check it against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Exam Command Words in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: ✗ Describing events when the question says 'explain why' ✓ Focus on causes and reasons, not just what happened — use 'because', 'due to', 'as a result of'

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to essay-writing-skills / period-study-technique
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on exam command words, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

📝 Mark Scheme Guidance

How examiners mark L1: Read the command word carefully — State = one word/phrase (1 mark), Describe = pattern or detail (2 marks), Explain = reason with "because" (2–3 marks), Compare = similarities AND differences, Evaluate = both sides + conclusion. Method marks are awarded for correct working even if the final answer is wrong. Always show your working — unexplained answers score zero for AO2.

Success on L1 questions: Underline the command word, count the marks (one mark per point expected), and answer in the format the command word demands.

Board Notes & Revision Links

This lesson is examined by: OCR J198. Tier and paper details vary - always check your board's current specification.

Follow-up revision: exam-command-words on GCSE Revise (notes, flashcards and auto-graded target tests for this exact topic).

Homework & Consolidation

Recommended Resources

🎓 Smart Lesson (Guided)