6 Mark Questions

This is one approach to teaching the dreaded 6 mark AQA questions. I’d be interested in comments or suggestions, as ever. The powerpoint that goes along with it was set up for B1, but is obviously easily changed. 6 Mark Questions as ppt.

Objectives

  • Recap key facts
  • Improve structure of answers to 6 mark questions
  • (Appreciate that it’s hard to write good 6 mark questions and markschemes)

Starter

Question on board, set timer running: “You have 6 minutes.”

I do it, We do it together

Ask what they think the aim of the lesson is.

6 mark questions may require explanations, examples to illustrate a specified concept, judgements of advantages and disadvantages, a description of a process or an experimental method. Marks are awarded for scientific content and the quality of the writing. This means key ideas must be clear and the explanation must make sense, the points in a logical order. Most students lose marks because their answers lack sufficient detail eg scientific vocabulary or because their answer is rambling or confused. Markschemes will usually include graded answers (low=1-2 marks, 3-4, 5-6) and examiners will decide which description fits best, then award the higher or lower score depending on the quality of writing. Aim for between 4 and 6 scientific points or steps in a process; if opposing viewpoints are needed include points for and against, or examples of plants and animals etc.

Introduce method:

  • Bullet point ideas
  • Number the points to give a logical sequence, adding or removing points.
  • Use this order to write coherent sentences.

Model with a new question, ask students to consider how they would structure their answer, show numbers, ask them to discuss possible sentences based on these points. Compare with each other, pick up on details needed by examiner.

You do it together

Give them more questions, have them discuss one in pairs while they attempt it. Collaboration should be about making suggestions and producing two different answers which can be compared, not one identical answer. You could give a choice or set it by rows. Go through example bullet points, discuss gaps, additions and exclusions. Elicit possible/useful connectives.

You do it alone

Attempt a question in exam conditions, following method. Compare to markscheme (ideally this one should be a past or sample question with specified allowed answers) and make specific improvements. Return to the original Starter question and annotate their answer, explaining why they would change various parts.

Extension

  • Have students write their own questions and markschemes for specific points in the syllabus. Linking this to higher order tasks via Blooms or SOLO may be useful.
  • Use the questions to play consequences where one student writes a question, one writes bullet points, one sequences and a last writes full sentences. This will end up with four complete answers which can then be discussed.
  • Give sample answers and have students mark them, first with and then without a markscheme. What do they forget? What level of detail is required?

Thoughts?

UPDATE: A useful approach from @gregtheseal via twitpic, and I like the ‘CUSTARD’ mnemonic shared by @IanMcDaid. Thank you!

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