Exam Techniques
for GCSE
Business Studies
Name:
Form:
Question stems
GIVE, STATE, IDENTIFY
There is no need to write an explanation or develop a response with these types of
questions. This simply wastes time and can lead to a student not completing the paper.
Examples include:
Q. Identify one element of the Boston Matrix? (1)
A. Problem Child
Q. Identify one benefit to a business of improved communication? (1)
A. Increased motivation
Q. State two methods of collecting quantitative research (2)
A. Questionnaires, Surveys,
OUTLINE
The command word for this question was ‘outline’. These questions require students to
identify something and then make two points in relation to it. Students need to make sure
they provide sufficient content for the third mark to be awarded.
For Example:
Q. Outline one method a business might use to increase profits. (3)
A. ‘Profits will go up by boosting sales (1 mark), this will mean more income
(1 mark) so there will be more money left over when costs are taken away
(1 mark).’
DESCRIBE
‘Describe’ questions require a candidate to make three relevant points associated with what
the question is asking. They are different to ‘explain’ questions since the points do not need
to inter-connect.
‘Describe’ questions that are in context (the question refers to a particular company or
industry), will require a student to word their answer in that context if they want to be able to
score full marks.
Examples include:
Q. Describe how the Boston Matrix can benefit a business. (3)
A. The Boston Matrix is a planning tool which plots products according to their market share
and market growth (1 mark). It can help businesses see which products are out of date (1
mark). It can also show a business when they need to invest in new products to replace the
dogs (1 mark).
Q. Describe how an increase in pay might motivate Sainsbury’s checkout staff? (3)
A. Workers will become de-motivated since they will not be sure what they have to (1). This
will cause lower productivity (1) and the unit costs will increase (1)
EXPLAIN
Explain questions require students to write a paragraph with three sentences or
phrases. You must use connectives to show how the ideas link together.
Connectives include: This leads to, this means that, because ....
In 'explain' questions avoid the use of the word 'also'. It suggests that you are about
to move onto a totally separate point, rather than develop one point fully.
Almost all of the ‘explain’ questions are based around a context (business) and if
reference is made to a business in the question, then students must refer to the
business in their answer to score full marks.
The mark scheme does not credit a mark for a definition in 'explain' questions.
Examples include:
Q. Explain one way in which a Just In Time (JIT) method of stock control might
benefit a business such as McDonald’s. (3)
A. ‘JIT is important because it means McDonald’s will always have fresh food
(1 mark). This means that people will think that it is higher quality and they
will never run out (1 mark). As a result they will get more customers returning and
make more profits (1 mark).’
Q. Explain one drawback a business could face as a result of a pressure group
activity? (3)
A. One drawback a business could face as a result of pressure group activity is that
the business could be boycotted (1 mark). If the business was to be boycotted the
business could lose customers (1 mark) and sales which would result in the business
closing down.(1 mark)
Section A- Making a choice between two alternatives
This is usually the last question in section A, and will always involve a student having
to make a choice between alternatives.
Making a choice with some simplistic explanation would place an answer into level 1
(1-2 marks).
If the candidate explains their selection using one reason the candidate can move
into level 2 (3-4 marks)
If two reasons are given and articulated level 3 (5-6 marks) can be accessed.
To reach the top of level 3 a conclusion must be offered.
Example
Q. Increasing advertising and designing new features, such as being able to play
games in 3D are two ways in which Nintendo could improve the sales of its consoles.
Which of these two methods do you think would be most effective in improving sales
of Nintendo consoles and why? (6)
ASSESS
Assess questions must have arguments for and against and must have a
conclusion.
To reach level 1 (1- 4 marks)
One relevant point is identified with some development. Bullet points will only
achieve a maximum of three marks providing they are relevant.
To reach level 2 (5-7 marks)
Students need to offer two or more reasons/ causes/ consequences. A conclusion
will be made with no supporting statements and merely restates the question.
To reach level 3 (8-10 marks)
Students need to offer two or more reasons/ causes/ consequences. The conclusion
will balance out the argument and use the ‘it depends’ rule or other evidence to
counterbalance the points made.
Example:
Q. Using your knowledge of business, assess the importance of ‘giving celebrities
free bags’ in allowing Mulberry to build a successful Marketing Mix (10)