Assessment - GCSE Chemistry
Assessment overview
GCSE Chemistry is a linear qualification with 100% external assessment. Learners sit two written papers at either Foundation tier or Higher tier.
Each paper carries half of the qualification marks for that tier. Paper 2 and Paper 4 include synoptic assessment, so learners may need to connect knowledge from more than one area of chemistry.
Forms of assessment
| Component | Tier | Content assessed | Assessment overview | Weighting |
|---|---|---|---|---|
| Paper 1 J248/01 | Foundation | Topics C1-C3 and C7 | 90 marks 1 hour 45 minutes Section A: multiple choice, 15 marks Section B: short-answer and extended-response questions, 75 marks | 50% of GCSE |
| Paper 2 J248/02 | Foundation | Topics C4-C6 and C7, with assumed knowledge of C1-C3 and C7 | 90 marks 1 hour 45 minutes Section A: multiple choice, 15 marks Section B: short-answer, synoptic and extended-response questions, 75 marks | 50% of GCSE |
| Paper 3 J248/03 | Higher | Topics C1-C3 and C7 | 90 marks 1 hour 45 minutes Section A: multiple choice, 15 marks Section B: short-answer and extended-response questions, 75 marks | 50% of GCSE |
| Paper 4 J248/04 | Higher | Topics C4-C6 and C7, with assumed knowledge of C1-C3 and C7 | 90 marks 1 hour 45 minutes Section A: multiple choice, 15 marks Section B: short-answer, synoptic and extended-response questions, 75 marks | 50% of GCSE |
Assessment objectives
The assessment objectives are kept in the specification wording because they define how marks are awarded across the qualification.
Assessment objective weightings
| Assessment Objective | Assessment objectives | Higher | Foundation |
|---|---|---|---|
| AO1 | Demonstrate knowledge and understanding of scientific ideas and scientific techniques and procedures. | 40% | 40% |
| AO2 | Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques and procedures. | 40% | 40% |
| AO3 | Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions, and develop and improve experimental procedures. | 20% | 20% |
Assessment objective elements
| Reference | Assessment Objective elements |
|---|---|
| AO1 | Demonstrate knowledge and understanding of scientific ideas and scientific techniques and procedures. |
| AO1.1 | Demonstrate knowledge and understanding of scientific ideas. |
| AO1.2 | Demonstrate knowledge and understanding of scientific techniques and procedures. |
| AO2 | Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques and procedures. |
| AO2.1 | Apply knowledge and understanding of scientific ideas. |
| AO2.2 | Apply knowledge and understanding of scientific enquiry, techniques and procedures. |
| AO3 | Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions, and develop and improve experimental procedures. |
| AO3.1 | Analyse information and ideas to interpret and evaluate. |
| AO3.1a | Analyse information and ideas to interpret. |
| AO3.1b | Analyse information and ideas to evaluate. |
| AO3.2 | Analyse information and ideas to make judgements and draw conclusions. |
| AO3.2a | Analyse information and ideas to make judgements. |
| AO3.2b | Analyse information and ideas to draw conclusions. |
| AO3.3 | Analyse information and ideas to develop and improve experimental procedures. |
| AO3.3a | Analyse information and ideas to develop experimental procedures. |
| AO3.3b | Analyse information and ideas to improve experimental procedures. |
Mark distribution of AO weightings
| Component | AO1 | AO2 | AO3 | Total |
|---|---|---|---|---|
| Paper 1 (Foundation tier) J248/01 | 20 | 20 | 10 | 50 |
| Paper 2 (Foundation tier) J248/02 | 20 | 20 | 10 | 50 |
| Paper 3 (Higher tier) J248/03 | 20 | 20 | 10 | 50 |
| Paper 4 (Higher tier) J248/04 | 20 | 20 | 10 | 50 |
Command words
Command words tell learners what kind of response is required. The same word should be read in the context of the marks and the scientific content being assessed.
Common command words
| Command word | What learners should do |
|---|---|
| Analyse | Separate information into parts and identify patterns, relationships, causes, or effects. |
| Calculate | Use the given data and a suitable method to work out a numerical answer. |
| Compare | Identify similarities and differences. |
| Conclude | Use evidence to make a reasoned judgement. |
| Define | Give the precise meaning of a word, phrase, or scientific idea. |
| Describe | Give the main features, stages, observations, or changes. |
| Determine | Use information or calculation to find an answer. |
| Discuss | Present relevant points, including different sides where appropriate. |
| Draw / Plot / Sketch | Represent information visually using an accurate diagram, graph, or approximate scientific sketch as required. |
| Evaluate | Use evidence to make a judgement about quality, validity, usefulness, or limitations. |
| Explain | Give reasons using scientific knowledge and clear cause-and-effect links. |
| Identify / Name / State | Select or give the correct answer, feature, substance, value, or idea. |
| Justify | Support an answer with evidence or scientific reasoning. |
| Predict | Use knowledge or data to say what is likely to happen. |
| Suggest | Apply knowledge to an unfamiliar context to give a possible answer. |
| Use | Apply the information, data, equation, or method given in the question. |
Tiering and results
Foundation tier assesses grades 5 to 1. Higher tier assesses grades 9 to 4, with an allowed grade 3 available for a small number of marks below the 3/4 boundary. Learners must be entered for one tier only.
The total qualification time is 140 hours. The guided learning time is normally 120 to 140 hours.
The qualification is available in the May/June series. A learner retaking the qualification must retake all papers for the chosen entry option.
A learner's overall grade is calculated by adding the marks from the two papers at their tier. The total mark is then compared with the relevant grade boundaries.
Synoptic assessment
Synoptic assessment asks learners to connect chemistry ideas rather than treating each topic as isolated. Paper 2 and Paper 4 contain synoptic material.
Questions may require learners to apply knowledge from more than one topic, use concepts in planning experimental work, analyse or evaluate data, and bring together scientific understanding from different parts of the course.
Pre-assessment and entries
Final entries provide the detailed learner information needed for each assessment series. Learners must be entered for either the Foundation tier or the Higher tier; they cannot be entered for a mixture of tiers.
Final entry options
| Entry code | Title | Component code | Component title | Assessment type |
|---|---|---|---|---|
| J248 F | Chemistry A (Foundation Tier) | 01 | Paper 1 (Foundation Tier) | External assessment |
| J248 F | Chemistry A (Foundation Tier) | 02 | Paper 2 (Foundation Tier) | External assessment |
| J248 H | Chemistry A (Higher Tier) | 03 | Paper 3 (Higher Tier) | External assessment |
| J248 H | Chemistry A (Higher Tier) | 04 | Paper 4 (Higher Tier) | External assessment |