Numeracy
Percentages and compound change
Choose the correct baseline and distinguish repeated change from a single change.
5 sittings · 26 linked pages
Repeated appearances grouped into this type.
2017–2026 · National 5 & Higher
529 distinct skill groups across 14 subjects. Find a question type, open an example in its original paper and check the published marking instructions. Repeated appearances are grouped, not duplicated.
These are provisional skill groups linked to real papers, not copied questions or newly written worked solutions. Repeated appearances share one entry. Some text still needs classification and 3 scanned question papers need OCR, so not every type is verified yet.
2020 and 2021 exams were cancelled. Older questions may use a different course or marking format.
529 distinct types · showing 37–54
Numeracy
Choose the correct baseline and distinguish repeated change from a single change.
5 sittings · 26 linked pages
Repeated appearances grouped into this type.
Numeracy
Use compatible units and account for elapsed time or return journeys.
2 sittings · 2 linked pages
Repeated appearances grouped into this type.
Planning and decision making
Use earliest and latest times to interpret a schedule and available float.
5 sittings · 5 linked pages
Repeated appearances grouped into this type.
Planning and decision making
Respect task dependencies and determine the project duration or critical path.
5 sittings · 9 linked pages
Repeated appearances grouped into this type.
Planning and decision making
Check all geometric or numerical constraints before choosing a practical solution.
3 sittings · 10 linked pages
Repeated appearances grouped into this type.
Probability
Identify the relevant outcomes and use the appropriate probability model.
3 sittings · 13 linked pages
Repeated appearances grouped into this type.
Statistics
Use the data and their limitations to evaluate a claim or representation.
5 sittings · 15 linked pages
Repeated appearances grouped into this type.
Statistics
State hypotheses, interpret the p-value and reach a contextual conclusion.
3 sittings · 3 linked pages
Repeated appearances grouped into this type.
Statistics
Explain the suitability or limitations of the sampling or study design.
4 sittings · 4 linked pages
Repeated appearances grouped into this type.
Statistics
Model the relationship, interpret parameters and recognise limits of prediction.
4 sittings · 4 linked pages
Repeated appearances grouped into this type.
Statistics
Compare centre and spread and interpret them in the given context.
3 sittings · 3 linked pages
Repeated appearances grouped into this type.
Cells
Distinguish cell processes and explain their biological roles.
8 sittings · 14 linked pages
Repeated appearances grouped into this type.
Cells
Identify structures and relate their features to their functions.
8 sittings · 32 linked pages
Repeated appearances grouped into this type.
Cells
Explain movement across membranes using the correct concentration relationship.
8 sittings · 23 linked pages
Repeated appearances grouped into this type.
DNA and the genome
Use base pairing, strand direction and enzyme roles as required.
8 sittings · 16 linked pages
Repeated appearances grouped into this type.
DNA and the genome
Follow the sequence from gene to protein with precise terminology.
4 sittings · 5 linked pages
Repeated appearances grouped into this type.
DNA and the genome
Explain the purpose and interpretation of genetic techniques.
7 sittings · 12 linked pages
Repeated appearances grouped into this type.
DNA and the genome
Relate a genetic change to its possible protein or organism-level effect.
8 sittings · 10 linked pages
Repeated appearances grouped into this type.
Rule-assisted question-family grouping from the audited PDF text. One entry per subject, level and skill family; repeated years and examples are grouped, not separate types. Identical normalised page text within a sitting is linked once, preferring split papers over combined copies. Sources open the original PDF page. Classification is provisional, not a claim of exhaustive syllabus coverage or independent subject-review sign-off. Counts below are skill groups and linked question documents, not question counts or exam predictions. Text-segment counts may include extraction fragments and are not counts of unclassified questions.