Secondary 3 English vocabulary for health, wellbeing, fitness and nutrition gives Grade 9 students the language to read, discuss and write about physical health, mental wellbeing, lifestyle, exercise, nutrition, prevention, healthcare, risk and responsible decision-making with greater precision. Students searching for Secondary 3 vocabulary, Grade 9 health vocabulary, wellbeing vocabulary, fitness vocabulary, nutrition vocabulary, healthy lifestyle words, mental health vocabulary and 9th grade English vocabulary need more than a themed list of body parts and food names.
Useful health vocabulary names relationships: risk, prevention, symptom, diagnosis, treatment, recovery, resilience, nutrition, physical activity, fitness, wellbeing, stress, sleep, balance, habit, behaviour, access and support. These terms help students explain why a behaviour matters, distinguish cause from association, discuss trade-offs, evaluate health information and communicate responsibly about personal and community wellbeing.
This article is the health-and-wellbeing child of eduKateSG’s Secondary 3 English Vocabulary apex. It does not replace health education or medical advice. This page owns health-related English vocabulary for Grade 9 reading, writing, oral discussion and cross-curricular learning, with careful distinctions that support comprehension and responsible communication.
The 50-Second Route
Classify health vocabulary by function. Is the word about state, cause, risk, prevention, symptom, diagnosis, treatment, recovery, lifestyle, measurement or support? This prevents students from mixing different parts of the health story.
- Risk: likelihood or possibility of harm under defined conditions.
- Prevention: actions taken to reduce likelihood of a problem occurring.
- Symptom: a sign or experience associated with a condition.
- Diagnosis: identification of a condition using evidence and criteria.
- Treatment: intervention intended to manage or improve a condition.
- Recovery: process of returning toward health or function.
- Wellbeing: broader physical, emotional and social functioning.
- Fitness: capacity related to physical performance and health.
- Nutrition: intake and use of nutrients through food and drink.
- Support: resources, people or services that help someone cope or improve.
Health vocabulary becomes useful when students can explain the difference between a risk, a symptom, a cause, a treatment and a recovery process.
Health Is More Than Absence of Illness
Health vocabulary often becomes clearer when students distinguish health from illness. A person can be free from diagnosed disease yet still have poor sleep, chronic stress, low fitness or weak social support. Conversely, someone managing a long-term condition can still experience strong wellbeing in many areas.
This broader vocabulary helps students avoid simplistic statements. “Healthy” is not one permanent state. It can involve physical, psychological, social and behavioural dimensions that interact.
For English work, these distinctions improve explanation and evaluation because the student can identify which dimension a text or argument actually addresses.
40 Health, Wellbeing, Fitness and Nutrition Vocabulary Units
1. wellbeing
Meaning: overall state of physical, emotional and social functioning. Natural phrase: mental wellbeing; overall wellbeing. Health-vocabulary job: state. Precision note: Broader than absence of disease. Write one example where the term applies and one nearby term that would be wrong.
2. health
Meaning: state of physical and mental functioning. Natural phrase: public health; personal health. Health-vocabulary job: state. Precision note: Can be discussed at individual or population level. Write one example where the term applies and one nearby term that would be wrong.
3. fitness
Meaning: capacity for physical activity and performance. Natural phrase: physical fitness; improve fitness. Health-vocabulary job: state. Precision note: Different from body appearance. Write one example where the term applies and one nearby term that would be wrong.
4. nutrition
Meaning: intake and use of nutrients from food. Natural phrase: balanced nutrition; nutrition advice. Health-vocabulary job: lifestyle. Precision note: Different from simply eating more or less. Write one example where the term applies and one nearby term that would be wrong.
5. nutrient
Meaning: substance needed for growth and body function. Natural phrase: essential nutrient; nutrient intake. Health-vocabulary job: nutrition. Precision note: Includes proteins, vitamins, minerals, fats and carbohydrates. Write one example where the term applies and one nearby term that would be wrong.
6. hydration
Meaning: maintaining adequate body water. Natural phrase: proper hydration; stay hydrated. Health-vocabulary job: lifestyle. Precision note: Needs can vary by activity and environment. Write one example where the term applies and one nearby term that would be wrong.
7. physical activity
Meaning: body movement that uses energy. Natural phrase: regular physical activity; activity level. Health-vocabulary job: lifestyle. Precision note: Broader than structured exercise. Write one example where the term applies and one nearby term that would be wrong.
8. exercise
Meaning: planned physical activity to improve fitness or health. Natural phrase: regular exercise; exercise routine. Health-vocabulary job: lifestyle. Precision note: A subtype of physical activity. Write one example where the term applies and one nearby term that would be wrong.
9. endurance
Meaning: ability to sustain effort over time. Natural phrase: cardiovascular endurance; build endurance. Health-vocabulary job: fitness. Precision note: Different from strength. Write one example where the term applies and one nearby term that would be wrong.
10. strength
Meaning: capacity to exert force. Natural phrase: muscular strength; strength training. Health-vocabulary job: fitness. Precision note: One component of fitness. Write one example where the term applies and one nearby term that would be wrong.
11. flexibility
Meaning: range of motion at a joint or body area. Natural phrase: improve flexibility; flexibility exercise. Health-vocabulary job: fitness. Precision note: Different from general athleticism. Write one example where the term applies and one nearby term that would be wrong.
12. recovery
Meaning: process of returning toward normal function after strain, illness or injury. Natural phrase: recovery period; support recovery. Health-vocabulary job: process. Precision note: Recovery time varies by condition. Write one example where the term applies and one nearby term that would be wrong.
13. sleep
Meaning: regular biological state important for recovery and cognition. Natural phrase: sleep quality; sleep duration. Health-vocabulary job: lifestyle. Precision note: Quality and duration both matter. Write one example where the term applies and one nearby term that would be wrong.
14. stress
Meaning: physical or psychological response to demands. Natural phrase: chronic stress; manage stress. Health-vocabulary job: state. Precision note: Not all stress is equally harmful; duration and intensity matter. Write one example where the term applies and one nearby term that would be wrong.
15. resilience
Meaning: capacity to adapt and recover from difficulty. Natural phrase: psychological resilience; build resilience. Health-vocabulary job: state/process. Precision note: Not the same as never feeling distress. Write one example where the term applies and one nearby term that would be wrong.
16. habit
Meaning: repeated behaviour that becomes relatively automatic. Natural phrase: healthy habit; daily habit. Health-vocabulary job: behaviour. Precision note: Habits can support or undermine health. Write one example where the term applies and one nearby term that would be wrong.
17. routine
Meaning: regular pattern of activity. Natural phrase: daily routine; exercise routine. Health-vocabulary job: behaviour. Precision note: A routine may contain several habits. Write one example where the term applies and one nearby term that would be wrong.
18. risk
Meaning: possibility of harm under given conditions. Natural phrase: health risk; reduce risk. Health-vocabulary job: risk. Precision note: Risk is not certainty. Write one example where the term applies and one nearby term that would be wrong.
19. risk factor
Meaning: characteristic associated with increased likelihood of an outcome. Natural phrase: risk factor for; major risk factor. Health-vocabulary job: risk. Precision note: Association does not always prove direct causation. Write one example where the term applies and one nearby term that would be wrong.
20. protective factor
Meaning: characteristic associated with reduced risk or greater resilience. Natural phrase: protective factor; strong support network. Health-vocabulary job: risk. Precision note: Can offset some risks without eliminating them. Write one example where the term applies and one nearby term that would be wrong.
21. prevention
Meaning: action intended to reduce chance of a problem. Natural phrase: disease prevention; preventive measure. Health-vocabulary job: response. Precision note: Different from treatment after onset. Write one example where the term applies and one nearby term that would be wrong.
22. symptom
Meaning: experienced or observable indication of a condition. Natural phrase: common symptom; report symptoms. Health-vocabulary job: condition. Precision note: Symptoms can have many possible causes. Write one example where the term applies and one nearby term that would be wrong.
23. diagnosis
Meaning: identification of a condition using evidence/criteria. Natural phrase: receive a diagnosis; diagnostic process. Health-vocabulary job: condition. Precision note: Should be made by qualified professionals where appropriate. Write one example where the term applies and one nearby term that would be wrong.
24. treatment
Meaning: intervention used to manage or improve a condition. Natural phrase: effective treatment; treatment option. Health-vocabulary job: response. Precision note: Effectiveness depends on evidence and context. Write one example where the term applies and one nearby term that would be wrong.
25. therapy
Meaning: structured intervention to improve health or functioning. Natural phrase: physical therapy; psychological therapy. Health-vocabulary job: response. Precision note: Different forms require different expertise. Write one example where the term applies and one nearby term that would be wrong.
26. medication
Meaning: medicine used to prevent, manage or treat conditions. Natural phrase: take medication; prescribed medication. Health-vocabulary job: response. Precision note: Use should follow appropriate guidance. Write one example where the term applies and one nearby term that would be wrong.
27. prevalence
Meaning: how common a condition is in a population at a given period. Natural phrase: high prevalence; prevalence rate. Health-vocabulary job: measurement. Precision note: Different from incidence. Write one example where the term applies and one nearby term that would be wrong.
28. incidence
Meaning: number/rate of new cases over a period. Natural phrase: incidence rate; rising incidence. Health-vocabulary job: measurement. Precision note: Measures new occurrence. Write one example where the term applies and one nearby term that would be wrong.
29. screening
Meaning: testing people for possible condition before clear symptoms. Natural phrase: screening programme; screening test. Health-vocabulary job: prevention. Precision note: Not the same as diagnosis. Write one example where the term applies and one nearby term that would be wrong.
30. immunity
Meaning: ability to resist specific infection or disease processes. Natural phrase: immune response; immunity. Health-vocabulary job: biology/health. Precision note: Complex concept; avoid oversimplifying. Write one example where the term applies and one nearby term that would be wrong.
31. infection
Meaning: invasion/growth of harmful microorganisms in the body. Natural phrase: viral infection; bacterial infection. Health-vocabulary job: condition. Precision note: Not every infection produces symptoms. Write one example where the term applies and one nearby term that would be wrong.
32. communicable
Meaning: capable of spreading between people or organisms. Natural phrase: communicable disease; transmission. Health-vocabulary job: condition. Precision note: Different from non-communicable. Write one example where the term applies and one nearby term that would be wrong.
33. non-communicable
Meaning: not spread directly person-to-person. Natural phrase: non-communicable disease; chronic condition. Health-vocabulary job: condition. Precision note: Often linked to multiple factors. Write one example where the term applies and one nearby term that would be wrong.
34. chronic
Meaning: long-lasting or persistent. Natural phrase: chronic condition; chronic stress. Health-vocabulary job: duration. Precision note: Different from acute. Write one example where the term applies and one nearby term that would be wrong.
35. acute
Meaning: sudden or short-term, often severe. Natural phrase: acute illness; acute pain. Health-vocabulary job: duration. Precision note: Not necessarily more serious than chronic. Write one example where the term applies and one nearby term that would be wrong.
36. balanced diet
Meaning: pattern of eating that supplies varied nutrients in appropriate proportions. Natural phrase: balanced diet; dietary balance. Health-vocabulary job: nutrition. Precision note: Not one rigid menu. Write one example where the term applies and one nearby term that would be wrong.
37. portion
Meaning: amount of food eaten or served. Natural phrase: portion size; appropriate portion. Health-vocabulary job: nutrition. Precision note: Different from nutrient quality. Write one example where the term applies and one nearby term that would be wrong.
38. energy intake
Meaning: energy consumed through food/drink. Natural phrase: energy intake; energy balance. Health-vocabulary job: nutrition. Precision note: Needs vary by person and activity. Write one example where the term applies and one nearby term that would be wrong.
39. healthcare access
Meaning: ability to obtain needed health services. Natural phrase: access to healthcare; improve access. Health-vocabulary job: system. Precision note: Can be shaped by cost, location and availability. Write one example where the term applies and one nearby term that would be wrong.
40. support network
Meaning: people/services providing practical or emotional help. Natural phrase: strong support network; seek support. Health-vocabulary job: support. Precision note: Social support can affect wellbeing and recovery. Write one example where the term applies and one nearby term that would be wrong.
Eight Health Vocabulary Cycles
Health Cycle 1
wellbeing — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Write an oral discussion response using the target naturally and one example. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Write an oral discussion response using the target naturally and one example. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Write an oral discussion response using the target naturally and one example. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Write an oral discussion response using the target naturally and one example. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Write an oral discussion response using the target naturally and one example. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 2
wellbeing — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Write an oral discussion response using the target naturally and one example. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Write an oral discussion response using the target naturally and one example. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Write an oral discussion response using the target naturally and one example. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Write an oral discussion response using the target naturally and one example. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Write an oral discussion response using the target naturally and one example. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 3
wellbeing — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Write an oral discussion response using the target naturally and one example. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Write an oral discussion response using the target naturally and one example. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Write an oral discussion response using the target naturally and one example. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Write an oral discussion response using the target naturally and one example. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Write an oral discussion response using the target naturally and one example. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 4
wellbeing — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Write an oral discussion response using the target naturally and one example. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Write an oral discussion response using the target naturally and one example. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Write an oral discussion response using the target naturally and one example. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Write an oral discussion response using the target naturally and one example. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Write an oral discussion response using the target naturally and one example. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 5
wellbeing — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Write an oral discussion response using the target naturally and one example. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Write an oral discussion response using the target naturally and one example. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Write an oral discussion response using the target naturally and one example. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Write an oral discussion response using the target naturally and one example. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Write an oral discussion response using the target naturally and one example. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 6
wellbeing — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Write an oral discussion response using the target naturally and one example. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Write an oral discussion response using the target naturally and one example. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Write an oral discussion response using the target naturally and one example. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Write an oral discussion response using the target naturally and one example. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Write an oral discussion response using the target naturally and one example. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 7
wellbeing — Write an oral discussion response using the target naturally and one example. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Write an oral discussion response using the target naturally and one example. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Write an oral discussion response using the target naturally and one example. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Write an oral discussion response using the target naturally and one example. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Write an oral discussion response using the target naturally and one example. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Cycle 8
wellbeing — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and role “state”. Broader than absence of disease.
health — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “state of physical and mental functioning”, phrase “public health; personal health” and role “state”. Can be discussed at individual or population level.
fitness — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and role “state”. Different from body appearance.
nutrition — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and role “lifestyle”. Different from simply eating more or less.
nutrient — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and role “lifestyle”. Needs can vary by activity and environment.
physical activity — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “body movement that uses energy”, phrase “regular physical activity; activity level” and role “lifestyle”. Broader than structured exercise.
exercise — Write an oral discussion response using the target naturally and one example. Anchor your work in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and role “lifestyle”. A subtype of physical activity.
endurance — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and role “fitness”. Different from strength.
strength — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “capacity to exert force”, phrase “muscular strength; strength training” and role “fitness”. One component of fitness.
flexibility — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and role “fitness”. Different from general athleticism.
recovery — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and role “process”. Recovery time varies by condition.
sleep — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and role “lifestyle”. Quality and duration both matter.
stress — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and role “state/process”. Not the same as never feeling distress.
habit — Write an oral discussion response using the target naturally and one example. Anchor your work in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and role “behaviour”. Habits can support or undermine health.
routine — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “regular pattern of activity”, phrase “daily routine; exercise routine” and role “behaviour”. A routine may contain several habits.
risk — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and role “risk”. Risk is not certainty.
risk factor — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and role “risk”. Association does not always prove direct causation.
protective factor — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and role “risk”. Can offset some risks without eliminating them.
prevention — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and role “response”. Different from treatment after onset.
symptom — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and role “condition”. Symptoms can have many possible causes.
diagnosis — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and role “condition”. Should be made by qualified professionals where appropriate.
treatment — Write an oral discussion response using the target naturally and one example. Anchor your work in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and role “response”. Effectiveness depends on evidence and context.
therapy — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and role “response”. Different forms require different expertise.
medication — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and role “response”. Use should follow appropriate guidance.
prevalence — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and role “measurement”. Different from incidence.
incidence — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and role “measurement”. Measures new occurrence.
screening — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and role “prevention”. Not the same as diagnosis.
immunity — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and role “biology/health”. Complex concept; avoid oversimplifying.
infection — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and role “condition”. Not every infection produces symptoms.
communicable — Write an oral discussion response using the target naturally and one example. Anchor your work in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and role “condition”. Different from non-communicable.
non-communicable — Create a prevention-versus-treatment scenario and identify where the target belongs. Anchor your work in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and role “condition”. Often linked to multiple factors.
chronic — Classify the target as state, behaviour, risk, condition, response, measurement or support. Explain why. Anchor your work in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and role “duration”. Different from acute.
acute — Create a health-information sentence that uses the target carefully without making a medical claim beyond the evidence. Anchor your work in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and role “duration”. Not necessarily more serious than chronic.
balanced diet — Compare the target with a neighbouring term and write a context where substitution changes meaning. Anchor your work in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and role “nutrition”. Not one rigid menu.
portion — Use the target in a Grade 9 argumentative paragraph about a healthy-lifestyle issue with one qualification. Anchor your work in “amount of food eaten or served”, phrase “portion size; appropriate portion” and role “nutrition”. Different from nutrient quality.
energy intake — Move the target into Science or Physical Education. State whether the meaning becomes more technical. Anchor your work in “energy consumed through food/drink”, phrase “energy intake; energy balance” and role “nutrition”. Needs vary by person and activity.
healthcare access — Create a misleading health headline using the target, then revise it for accuracy and appropriate claim strength. Anchor your work in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and role “system”. Can be shaped by cost, location and availability.
support network — Write an oral discussion response using the target naturally and one example. Anchor your work in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and role “support”. Social support can affect wellbeing and recovery.
Health Information and Evidence
Health communication requires careful claim strength. An association is not automatically a cause. One person’s experience is not automatically general evidence. A dramatic headline may simplify risk or omit context.
Students should use vocabulary such as evidence, risk factor, protective factor, prevalence, incidence, likely, may, associated with, contributes to. These expressions support cautious reasoning.
This is especially important online, where health claims may be commercial, incomplete or unsupported.
Wellbeing Vocabulary for Writing and Oral
Wellbeing topics often involve balance and trade-offs: sleep versus workload, activity versus recovery, social connection versus solitude, convenience versus nutrition quality. Students need evaluative language such as sustainable, realistic, supportive, harmful, beneficial, excessive, inadequate.
Avoid moralising health vocabulary. A useful discussion should analyse conditions, choices and evidence rather than shame individuals.
That improves both empathy and argument quality.
A 10-Week Health Vocabulary Programme
Week 1: wellbeing and lifestyle
Study wellbeing and lifestyle with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 2: physical activity and fitness
Study physical activity and fitness with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 3: nutrition and hydration
Study nutrition and hydration with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 4: sleep, stress and recovery
Study sleep, stress and recovery with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 5: risk and protective factors
Study risk and protective factors with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 6: prevention, screening and healthcare
Study prevention, screening and healthcare with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 7: communicable and non-communicable conditions
Study communicable and non-communicable conditions with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 8: health information and media claims
Study health information and media claims with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 9: community health and access
Study community health and access with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Week 10: mixed reading, writing and oral transfer
Study mixed reading, writing and oral transfer with one explanatory text, one vocabulary contrast and one evidence task. Require careful claim strength and avoid turning vocabulary practice into personal diagnosis. End with one paragraph or oral response that transfers the words to a new situation.
Frequently Asked Questions
What is wellbeing?
A broad concept covering physical, emotional and social functioning, not merely absence of illness.
What is the difference between physical activity and exercise?
Physical activity includes body movement using energy; exercise is planned activity intended to improve fitness or health.
What is a risk factor?
A characteristic associated with greater likelihood of an outcome; association does not always prove direct causation.
What is prevention?
Action intended to reduce the chance of a health problem occurring.
What is the difference between incidence and prevalence?
Incidence concerns new cases over time; prevalence concerns how common a condition is in a population.
What is the difference between acute and chronic?
Acute usually means sudden/short-term; chronic means long-lasting or persistent.
Why is health vocabulary useful in English?
It supports comprehension, evidence evaluation, discursive writing and responsible oral discussion.
Can a student use health vocabulary to diagnose themselves?
No. Vocabulary study supports understanding, not personal medical diagnosis.
How should I evaluate online health claims?
Check source credibility, evidence quality, claim strength and whether independent reliable sources agree.
How should I revise health vocabulary?
Group words by function—risk, prevention, treatment, measurement, lifestyle—and practise them in evidence-based contexts.
Routes Into eduKateSG
- Secondary 3 English Vocabulary apex.
- Media Literacy and Source Credibility.
- Vocabulary Transfer Across Subjects.
- Emotion, Feelings and Characterisation.
- Vocabulary Learning Hub.
Final Principle
Health and wellbeing vocabulary should help Secondary 3 students describe evidence, risk, behaviour and support with care. Strong language distinguishes prevention from treatment, risk from certainty, wellbeing from mere absence of illness, and personal experience from population evidence.
Extended Health Vocabulary Laboratory
Health Laboratory Cycle 1
wellbeing — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 2
wellbeing — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 3
wellbeing — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 4
wellbeing — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 5
wellbeing — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 6
wellbeing — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 7
wellbeing — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 8
wellbeing — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 9
wellbeing — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.
Health Laboratory Cycle 10
wellbeing — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “overall state of physical, emotional and social functioning”, phrase “mental wellbeing; overall wellbeing” and health role “state”. Broader than absence of disease.
health — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “state of physical and mental functioning”, phrase “public health; personal health” and health role “state”. Can be discussed at individual or population level.
fitness — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “capacity for physical activity and performance”, phrase “physical fitness; improve fitness” and health role “state”. Different from body appearance.
nutrition — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “intake and use of nutrients from food”, phrase “balanced nutrition; nutrition advice” and health role “lifestyle”. Different from simply eating more or less.
nutrient — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “substance needed for growth and body function”, phrase “essential nutrient; nutrient intake” and health role “nutrition”. Includes proteins, vitamins, minerals, fats and carbohydrates.
hydration — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “maintaining adequate body water”, phrase “proper hydration; stay hydrated” and health role “lifestyle”. Needs can vary by activity and environment.
physical activity — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “body movement that uses energy”, phrase “regular physical activity; activity level” and health role “lifestyle”. Broader than structured exercise.
exercise — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “planned physical activity to improve fitness or health”, phrase “regular exercise; exercise routine” and health role “lifestyle”. A subtype of physical activity.
endurance — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “ability to sustain effort over time”, phrase “cardiovascular endurance; build endurance” and health role “fitness”. Different from strength.
strength — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “capacity to exert force”, phrase “muscular strength; strength training” and health role “fitness”. One component of fitness.
flexibility — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “range of motion at a joint or body area”, phrase “improve flexibility; flexibility exercise” and health role “fitness”. Different from general athleticism.
recovery — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “process of returning toward normal function after strain, illness or injury”, phrase “recovery period; support recovery” and health role “process”. Recovery time varies by condition.
sleep — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “regular biological state important for recovery and cognition”, phrase “sleep quality; sleep duration” and health role “lifestyle”. Quality and duration both matter.
stress — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “physical or psychological response to demands”, phrase “chronic stress; manage stress” and health role “state”. Not all stress is equally harmful; duration and intensity matter.
resilience — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “capacity to adapt and recover from difficulty”, phrase “psychological resilience; build resilience” and health role “state/process”. Not the same as never feeling distress.
habit — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “repeated behaviour that becomes relatively automatic”, phrase “healthy habit; daily habit” and health role “behaviour”. Habits can support or undermine health.
routine — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “regular pattern of activity”, phrase “daily routine; exercise routine” and health role “behaviour”. A routine may contain several habits.
risk — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “possibility of harm under given conditions”, phrase “health risk; reduce risk” and health role “risk”. Risk is not certainty.
risk factor — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “characteristic associated with increased likelihood of an outcome”, phrase “risk factor for; major risk factor” and health role “risk”. Association does not always prove direct causation.
protective factor — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “characteristic associated with reduced risk or greater resilience”, phrase “protective factor; strong support network” and health role “risk”. Can offset some risks without eliminating them.
prevention — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “action intended to reduce chance of a problem”, phrase “disease prevention; preventive measure” and health role “response”. Different from treatment after onset.
symptom — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “experienced or observable indication of a condition”, phrase “common symptom; report symptoms” and health role “condition”. Symptoms can have many possible causes.
diagnosis — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “identification of a condition using evidence/criteria”, phrase “receive a diagnosis; diagnostic process” and health role “condition”. Should be made by qualified professionals where appropriate.
treatment — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “intervention used to manage or improve a condition”, phrase “effective treatment; treatment option” and health role “response”. Effectiveness depends on evidence and context.
therapy — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “structured intervention to improve health or functioning”, phrase “physical therapy; psychological therapy” and health role “response”. Different forms require different expertise.
medication — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “medicine used to prevent, manage or treat conditions”, phrase “take medication; prescribed medication” and health role “response”. Use should follow appropriate guidance.
prevalence — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “how common a condition is in a population at a given period”, phrase “high prevalence; prevalence rate” and health role “measurement”. Different from incidence.
incidence — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “number/rate of new cases over a period”, phrase “incidence rate; rising incidence” and health role “measurement”. Measures new occurrence.
screening — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “testing people for possible condition before clear symptoms”, phrase “screening programme; screening test” and health role “prevention”. Not the same as diagnosis.
immunity — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “ability to resist specific infection or disease processes”, phrase “immune response; immunity” and health role “biology/health”. Complex concept; avoid oversimplifying.
infection — Create a one-paragraph health claim and revise it so the certainty matches the evidence. Anchor your reasoning in “invasion/growth of harmful microorganisms in the body”, phrase “viral infection; bacterial infection” and health role “condition”. Not every infection produces symptoms.
communicable — Compare the target with a neighbouring term and explain why substitution would mislead. Anchor your reasoning in “capable of spreading between people or organisms”, phrase “communicable disease; transmission” and health role “condition”. Different from non-communicable.
non-communicable — Write a prevention scenario and a treatment scenario; place the target correctly. Anchor your reasoning in “not spread directly person-to-person”, phrase “non-communicable disease; chronic condition” and health role “condition”. Often linked to multiple factors.
chronic — Create a short online-health post with one unsupported claim. Identify and repair the problem. Anchor your reasoning in “long-lasting or persistent”, phrase “chronic condition; chronic stress” and health role “duration”. Different from acute.
acute — Use the target in a community-health discussion rather than an individual-health scenario. Anchor your reasoning in “sudden or short-term, often severe”, phrase “acute illness; acute pain” and health role “duration”. Not necessarily more serious than chronic.
balanced diet — Move the target into Science or Physical Education and note any technical refinement. Anchor your reasoning in “pattern of eating that supplies varied nutrients in appropriate proportions”, phrase “balanced diet; dietary balance” and health role “nutrition”. Not one rigid menu.
portion — Create a risk-versus-certainty example and use modal language accurately. Anchor your reasoning in “amount of food eaten or served”, phrase “portion size; appropriate portion” and health role “nutrition”. Different from nutrient quality.
energy intake — Write an empathetic response to a wellbeing scenario without diagnosing or moralising. Anchor your reasoning in “energy consumed through food/drink”, phrase “energy intake; energy balance” and health role “nutrition”. Needs vary by person and activity.
healthcare access — Turn the target into a retrieval cue based on function rather than copied definition. Anchor your reasoning in “ability to obtain needed health services”, phrase “access to healthcare; improve access” and health role “system”. Can be shaped by cost, location and availability.
support network — Use the target in a balanced oral answer with one benefit, one risk or limitation and one practical response. Anchor your reasoning in “people/services providing practical or emotional help”, phrase “strong support network; seek support” and health role “support”. Social support can affect wellbeing and recovery.