Use this 200-word pack to understand tasks, handle evidence, explain decisions and organise final-year Diploma Programme study. Every entry gives a contextual meaning and an original example you can adapt to a real lesson, investigation, discussion or revision task.
This is eduKate’s School Year 13 pack, aligned illustratively with DP Year 2, often around ages 17–18. School-year names vary. Start with the words that solve a current difficulty; the selection is a teaching resource rather than an official IB vocabulary requirement.
The 200-word list: meanings and learning examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new learning purpose.
1–20: Planning work that can actually be completed · 21–40: Reading the task before beginning · 41–60: Describing quantities and data · 61–80: Connecting subject ideas · 81–100: Investigating with a clear method · 101–120: Keeping sources and authorship clear · 121–140: Working and communicating with others · 141–160: Understanding resources and systems · 161–180: Making a defensible decision · 181–200: Revising for independent use
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Planning work that can actually be completed
- allocate — Set aside time, money or another resource for a particular purpose. Example: Allocate a separate session to checking the calculations after the investigation is written.
- agenda — A planned list of matters to discuss or deal with. Example: Our meeting agenda puts the unresolved research question before decisions about presentation.
- milestone — A significant point that shows progress within a longer project. Example: A complete source record is our next milestone, before we begin drafting the explanation.
- deadline — The latest time by which an agreed piece of work must be submitted or completed. Example: Record the school deadline beside the task so that the date remains visible during planning.
- sequence — An order in which events, actions or items are arranged. Example: The sequence begins with checking the apparatus and ends with recording the final reading.
- duration — The length of time for which an activity or event continues. Example: State the duration of each observation period so the two records can be compared fairly.
- interval — The space or time between two specified points or events. Example: We recorded the temperature at a regular interval of two minutes during this classroom demonstration.
- schedule — A plan that assigns activities to particular times. Example: The revision schedule leaves room to revisit questions that the first attempt does not resolve.
- prioritise — Decide which tasks deserve attention first because of their importance or timing. Example: Prioritise the missing method explanation because the results cannot be interpreted clearly without it.
- coordinate — Arrange separate activities or people so that their work fits together. Example: Coordinate the group’s source checks before combining everyone’s notes into a shared presentation.
- delegate — Assign a particular responsibility to another person while making its limits clear. Example: We can delegate the slide formatting after the group agrees on the claims and supporting evidence.
- monitor — Check something repeatedly to notice its progress or condition. Example: Monitor the number of unfinished tasks each week, then adjust the plan when the workload changes.
- adjust — Change something slightly so that it fits the present situation better. Example: Adjust the practice timetable when a new school task requires more preparation than expected.
- complete — Finish all the parts that the particular task requires. Example: Complete the references as well as the main discussion before calling the research report finished.
- postpone — Move an activity to a later time than originally planned. Example: We may postpone the optional rehearsal until the missing source has been checked with the teacher.
- resume — Begin an activity again after a pause or interruption. Example: Resume the calculation from the last checked step instead of copying an unfinished line without understanding it.
- workload — The amount of work that a person is expected to manage. Example: My workload includes preparation, corrections and submission checks, not only time spent writing new answers.
- commitment — A responsibility or arrangement that someone has agreed to undertake. Example: Before accepting another commitment, check whether its preparation time fits the work already promised.
- contingency — A possible future event for which an alternative plan may be needed. Example: Our contingency plan explains how to present the findings if the classroom projector is unavailable.
- feasible — Possible to carry out within the available conditions and resources. Example: The smaller investigation is feasible because the equipment and supervision are available during the agreed session.
21–40. Reading the task before beginning
- instruction — A statement telling someone what action to carry out. Example: Underline the instruction that asks for a comparison before deciding which information belongs in the response.
- directive — An explicit direction that establishes what should be done. Example: The teacher’s directive is to label both axes before interpreting the pattern in the graph.
- requirement — A condition or part that must be satisfied for a particular task. Example: A clearly identified unit is a requirement of this classroom data table, alongside each measured value.
- constraint — A limit that restricts the choices available in a task or situation. Example: The available floor space is a constraint on the design, even when the materials are inexpensive.
- format — The arrangement or presentation form expected for a piece of information. Example: Check whether the requested format is a table, a calculation, a spoken explanation or a continuous response.
- convention — An established way of presenting or doing something in a particular context. Example: Use the citation convention agreed for the course so that readers can locate the sources consistently.
- rubric — A set of assessment criteria and descriptions used to judge a task. Example: Read the task rubric before selecting examples, then check what each criterion asks you to demonstrate.
- criterion — A standard used to judge or compare something. Example: Accessibility is one criterion for our design decision, so we check how people enter and use the space.
- parameter — A quantity or condition that helps define a model or the limits of a task. Example: Changing the model’s growth parameter changes the predicted values while the other settings remain fixed.
- scope — The range of matters that a question, project or claim covers. Example: Limit the scope to the two selected cases so that the available evidence can support a careful comparison.
- command — A word or direction that specifies the action a response should perform. Example: The command calculate calls for a numerical result derived from the supplied information in this task.
- identify — Name or recognise the particular feature, item or issue being requested. Example: Identify the variable on the horizontal axis before explaining how the plotted values change.
- describe — Give the relevant features or observable pattern in sufficient detail. Example: Describe the fall between the first two readings before suggesting a possible explanation for it.
- explain — Make a process, relationship or reason clear to someone. Example: Explain how the changed condition could affect the result, using the subject knowledge relevant to this investigation.
- calculate — Use numerical operations to obtain a result from given information. Example: Calculate the mean from the five recorded values and show enough working for the method to be checked.
- estimate — Find an approximate value using limited information or a simplified method. Example: Estimate the likely cost before deciding whether a more detailed calculation is worth the time.
- justify — Give relevant reasons or evidence that support a choice or claim. Example: Justify the selected comparison by showing how both cases help answer the same research question.
- annotate — Add brief notes that explain or identify particular features. Example: Annotate the diagram with the direction of movement and the conditions assumed in the model.
- revise — Reconsider and improve work after checking its meaning, evidence or organisation. Example: Revise the explanation when the second source shows that the original date was recorded incorrectly.
- verify — Check a statement, value or detail against appropriate evidence. Example: Verify the quotation against the original page before using it to support an interpretation.
41–60. Describing quantities and data
- variable — A quantity or characteristic that can take different values. Example: The variable in this column is journey duration, measured in minutes for each recorded trip.
- constant — A value or condition kept unchanged within a specified calculation or investigation. Example: Keep the starting volume constant when comparing the two procedures in this supervised classroom exercise.
- coefficient — A factor that multiplies a variable or an expression. Example: In the expression three times x, the coefficient of x is three.
- proportion — A part considered in relation to the whole to which it belongs. Example: The proportion choosing Option A is six out of ten respondents in this small invented survey.
- percentage — A proportion expressed as an amount out of one hundred. Example: Six of ten responses gives a percentage of sixty, although the result still concerns only those ten respondents.
- ratio — A comparison of two quantities expressed by division or relative amounts. Example: A ratio of two red counters to three blue counters describes their relative numbers in the bag.
- frequency — The number of times a value or event occurs in a specified collection. Example: The frequency column records how many pupils selected each option, rather than the order of their replies.
- distribution — The way values or observations are spread across categories or a numerical scale. Example: Describe the distribution before choosing a single value to represent the whole set of observations.
- median — The middle ordered value, or the mean of the two middle values when their number is even. Example: For the ordered values two, three and ten, the median is three.
- mean — The arithmetic average found by dividing the sum of values by their number. Example: For the values two, three and ten, the mean is five because their sum is fifteen.
- range — In a numerical data set, the largest value minus the smallest value. Example: The values two, three and ten have a range of eight, which does not describe their centre.
- deviation — The difference between a particular value and a chosen reference value. Example: A reading’s deviation from the mean helps describe how far it lies from that particular reference.
- sample — The selected cases or observations used to study a wider group or process. Example: Our sample contains responses from two classes, so its selection matters when we discuss the rest of the school.
- population — The complete group of cases or people that an investigation aims to describe. Example: Define the population before deciding whether the sample includes the people relevant to the research question.
- trend — A general direction or pattern of change across observations. Example: The graph shows an upward trend across these dates, although individual readings do not increase every time.
- anomaly — An observation that differs noticeably from the expected or surrounding pattern. Example: Investigate the anomaly before deciding whether it reflects a recording error or a real feature of the process.
- precision — How closely repeated measurements agree under the stated conditions. Example: Closely grouped readings suggest good precision, but they do not show whether the instrument is correctly calibrated.
- accuracy — Closeness of a measurement result to the true or accepted reference value. Example: Check accuracy against a suitable reference instead of judging it only from the number of decimal places.
- uncertainty — The estimated spread of values reasonably attributable to a measured quantity. Example: Report the measurement uncertainty so that the apparent difference between the two results can be interpreted responsibly.
- unit — An agreed standard used to express a measured quantity. Example: Write the unit beside the value so that a distance in metres is not mistaken for one in centimetres.
61–80. Connecting subject ideas
- condition — A circumstance that must hold for a statement, method or result to apply. Example: State the condition that the rate remains constant before using this simplified distance calculation.
- consequence — An outcome that follows from an action, event or particular condition. Example: One consequence of shortening the survey is that some relevant experiences are no longer asked about.
- mechanism — The process through which a change or effect is brought about. Example: The explanation needs a plausible mechanism connecting the changed condition with the observed response.
- interaction — A situation in which two or more factors affect one another. Example: The model includes an interaction between temperature and exposure time instead of treating their effects as entirely separate.
- equilibrium — A state in which opposing influences balance, though activity may continue. Example: The balanced forces keep the hanging object in equilibrium in this idealised classroom diagram.
- feedback — Information or an effect returned to a system that can influence its later behaviour. Example: Teacher feedback helps when I use it to change a specific decision in the next attempt.
- threshold — A boundary value at which a stated condition begins to apply. Example: The design brief sets a threshold of twenty kilograms for the load the shelf must support.
- gradient — For a straight graph line, vertical change divided by horizontal change. Example: The line’s gradient is two when its vertical value increases by six over a horizontal increase of three.
- rate — A quantity expressed per unit of another quantity, often time. Example: The filling rate is measured in litres per minute, so the unit connects volume with time.
- magnitude — The size or amount of a quantity, considered separately from its direction. Example: The displacement’s magnitude tells us its size, while the arrow also shows its direction.
- vector — A quantity with both magnitude and direction in the physical context used here. Example: A displacement vector records how far and in which direction the object changes position.
- scalar — A quantity described by a numerical value and any relevant unit, without a direction. Example: Temperature is a scalar quantity even when its numerical value is below zero on the chosen scale.
- correlation — A statistical association in how two variables vary together. Example: A correlation between attendance and results does not by itself identify the process that connects them.
- causation — A relationship in which one factor contributes to producing a change in another. Example: This survey’s design does not establish causation, even though its two recorded variables are associated.
- hypothesis — A tentative, testable explanation proposed for an observed pattern or question. Example: The hypothesis proposes that the darker surface absorbs more radiation under the stated test conditions.
- prediction — An expected outcome derived from a model, explanation or stated assumptions. Example: Write the prediction before inspecting the new results so that the later comparison remains clear.
- model — A simplified representation used to describe, explain or predict part of a situation. Example: The model ignores air resistance, so explain when that simplification may affect the predicted motion.
- assumption — Something accepted for the purpose of reasoning that must be checked or made explicit. Example: The calculation depends on the assumption that each ticket costs the same amount.
- counterexample — A particular case that shows a universal statement cannot be true. Example: One open shop is a counterexample to the claim that every shop on this street is closed.
- deduction — Reasoning in which a conclusion follows necessarily from accepted premises. Example: The deduction is valid only if its conclusion follows from the premises, not merely because it sounds plausible.
81–100. Investigating with a clear method
- method — The organised approach used to investigate a question or complete a task. Example: Choose a method that can produce evidence relevant to the question instead of collecting convenient but unrelated information.
- procedure — The ordered practical steps followed when carrying out a method. Example: The procedure states when to reset the apparatus so that another group can follow the same steps.
- protocol — An agreed set of procedures and conditions for carrying out an activity. Example: Follow the school’s approved protocol before collecting any information from other people for an investigation.
- trial — One performance of a test or procedure under specified conditions. Example: Record the result of each trial separately before deciding how to summarise the full set.
- pilot — A small preliminary version used to check how a planned activity works. Example: The pilot reveals an unclear survey question before the main data collection begins.
- calibrate — Establish the relationship between an instrument’s readings and suitable reference values. Example: Calibrate the balance against the approved reference before relying on its readings in the investigation.
- standardise — Make relevant procedures or conditions consistent across cases. Example: Standardise the observation period so that one group is not recorded for twice as long as another.
- control — A comparison condition used to help interpret the effect being investigated. Example: The untreated comparison group serves as a control in this hypothetical study described by the teacher.
- randomise — Use a chance-based process to assign or order items or participants. Example: Randomise the order of the sample labels when the approved procedure requires a chance-based ordering.
- operationalise — Define an idea through the observations or procedures used to investigate it. Example: We operationalise attendance as the number of sessions attended, while recognising that attendance is not the same as engagement.
- validity — How well a measurement captures the particular feature it is intended to measure. Example: A popularity question has limited validity as a measure of whether the instructions can be followed successfully.
- reliability — The consistency of a measurement or procedure under comparable conditions. Example: Repeated scoring of the same responses can help us examine the reliability of the scoring procedure.
- confounder — Another factor affecting both a possible cause and an outcome, which can distort their apparent relationship. Example: Prior subject knowledge is a potential confounder if it affects both revision-group membership and later test performance.
- proxy — An indirect measure used to stand for something harder to observe directly. Example: Attendance is a possible proxy for participation, but it does not record what each learner contributes.
- indicator — An observable sign or measure used to track a condition or change. Example: The number of corrected errors is one indicator of progress, alongside later independent attempts.
- instrument — A tool used to collect or measure information in an investigation. Example: State whether the instrument is a sensor, questionnaire or scoring scheme before discussing what it can measure.
- dataset — An organised collection of recorded values or observations. Example: Keep the original dataset separate from the copy used for sorting, calculations and graphs.
- observation — A recorded feature, event or measurement obtained through examination. Example: The observation records that the door was closed; it does not identify why someone closed it.
- measurement — The process or result of assigning a value to a quantity using an agreed method. Example: Repeat the measurement under the stated conditions and record the unit each time.
- replication — A new investigation checking an earlier finding with newly collected data. Example: A replication can test whether the pattern appears again, rather than simply reusing the original spreadsheet.
101–120. Keeping sources and authorship clear
- reference — Information identifying a source so that a reader can locate it. Example: Check that the reference leads to the actual edition used for the quoted passage.
- citation — A source acknowledgement attached to a particular borrowed idea, quotation or piece of information. Example: Place the citation where the reader can see which claim depends on that source.
- bibliography — An organised list of sources prepared according to the task’s referencing requirements. Example: Reconcile the bibliography with the citations before submitting the final research document.
- attribution — The act of identifying who created an idea, statement, image or other material. Example: Clear attribution helps readers distinguish the original researcher’s finding from my interpretation of it.
- paraphrase — Express someone else’s meaning in new wording and structure while acknowledging the source when required. Example: When you paraphrase a source, preserve its qualification instead of turning a possibility into a certainty.
- quotation — Words reproduced exactly from a source and clearly marked as borrowed. Example: Check the quotation against the original, including the small word that limits the author’s claim.
- provenance — The origin and history that help establish where material came from. Example: The photograph’s provenance matters because its location and date affect the interpretation we can support.
- archive — A collection in which records are preserved and organised for later use. Example: The archive contains dated meeting records that can help establish when the decision was documented.
- edition — A particular published version of a work. Example: Page numbers can change between editions, so record which edition supplied the passage you analysed.
- repository — An organised place where materials such as research papers or data are stored. Example: The university repository provides the report alongside information about its author and publication date.
- metadata — Information describing a resource, such as its creator, date or format. Example: Inspect the metadata before assuming that the uploaded file is the newest version of the report.
- consent — Informed and voluntary agreement to a specified activity or use. Example: The project plan must explain how consent will be obtained if the approved activity requires it.
- confidentiality — Keeping information from being disclosed to people who are not authorised to receive it. Example: The agreed confidentiality arrangements determine who may see the interview notes during this school project.
- redact — Remove or obscure selected information from a document before sharing it. Example: Redact the contact details before sharing the authorised example with classmates, while retaining the relevant explanation.
- plagiarism — Presenting another person’s words, ideas or work as one’s own without appropriate acknowledgement. Example: Changing a few words does not prevent plagiarism when the borrowed idea and source remain unacknowledged.
- acknowledgement — A statement recognising a source, contribution or assistance. Example: Include the required acknowledgement of assistance without implying that another person completed the work independently for you.
- authorship — Responsibility for creating and making the substantive choices in a piece of work. Example: Keep notes that make your authorship visible, including the decisions behind changes to the argument.
- originality — The presence of an independently developed contribution or approach. Example: Originality may lie in a carefully justified comparison, even when the individual sources are already familiar.
- integrity — Acting honestly and responsibly so that others can trust the work and its record. Example: Academic integrity includes reporting inconvenient observations instead of quietly deleting them from the results.
- disclosure — Making relevant information or assistance known openly. Example: The required disclosure explains what support was used and which decisions remained the student’s own.
121–140. Working and communicating with others
- consult — Seek relevant information or advice before making a decision. Example: Consult the teacher about the task requirement before changing the method halfway through the investigation.
- negotiate — Discuss differing needs in order to reach an acceptable arrangement. Example: Negotiate the rehearsal time by checking each group member’s existing commitments and the room’s availability.
- facilitate — Make an activity or exchange easier to carry out. Example: A clear agenda can facilitate discussion by keeping the unresolved question visible to everyone present.
- clarify — Make a meaning, instruction or position easier to understand. Example: Clarify whether the comparison concerns total cost or cost per participant before using the figures.
- brief — Give someone the essential information needed for a task. Example: Brief the presenter on the data’s limitations so that the final summary does not exceed the findings.
- summarise — Present the main relevant points in a shorter form. Example: Summarise the method without dropping the condition that explains why the two sets can be compared.
- present — Communicate organised information to an audience. Example: Present the numerical result together with its unit and the conditions under which it was obtained.
- respond — Give an answer or take relevant action after a question, comment or event. Example: Respond to the feedback by locating the unclear step before replacing the wording of the whole paragraph.
- challenge — Question a claim or decision by giving a relevant reason for doubt. Example: Challenge the conclusion by identifying the missing comparison, not by guessing the writer’s motives.
- reconcile — Bring apparently conflicting information or positions into a consistent account where possible. Example: Check whether the reports use different dates before trying to reconcile their apparently conflicting totals.
- mediate — Help people with a disagreement communicate and seek an acceptable resolution. Example: The group leader can mediate the disagreement by separating the shared goal from the disputed method.
- consensus — General agreement reached within a group. Example: Record the actual consensus without implying that every member originally held the same opinion.
- dissent — Express disagreement with an accepted or proposed view. Example: A member may dissent from the recommendation while still contributing accurate information to the group’s report.
- accountability — Responsibility for explaining decisions and completing agreed duties. Example: The task log supports accountability because it records who agreed to check each unfinished section.
- contribution — Something provided that helps develop a shared activity or result. Example: A useful contribution may be a correction to the data rather than an additional slide.
- liaison — Communication or a person’s connecting role between separate groups. Example: Our liaison with the library confirms which materials are available before the team finalises its research plan.
- stakeholder — A person or group affected by or able to influence a decision. Example: Identify the relevant stakeholder before assuming that one organiser speaks for everyone using the space.
- audience — The people for whom a communication is intended. Example: Explain the technical term differently when the audience includes readers who have not studied the subject.
- register — The level and style of language chosen for a particular situation. Example: Use a respectful register in the request while keeping the actual question short and specific.
- accessible — Usable or understandable by the intended people under the relevant conditions. Example: The instructions become more accessible when the diagram labels match the words used in the steps.
141–160. Understanding resources and systems
- resource — Something available that can help a task or system operate. Example: List equipment, information and supervision as resources instead of counting only the materials you can buy.
- capacity — The amount that a person, space or system can accommodate or produce under stated conditions. Example: The room’s seating capacity is twelve, but that figure does not describe its suitability for every activity.
- demand — The amount of something that people want or need under particular conditions. Example: Survey the demand for the proposed session before assuming that interest in the subject guarantees attendance.
- supply — The amount of a resource or product made available. Example: The supply of measuring devices limits how many groups can collect data at the same time.
- scarcity — A situation in which available resources cannot meet all the competing wants or needs. Example: Scarcity of supervised laboratory time requires the class to choose which measurements are most useful.
- efficiency — How much useful output is obtained relative to the resources used. Example: Compare efficiency using the same definition of useful output and the same resource measure.
- effectiveness — How well an action achieves its intended objective. Example: Judge the instructions’ effectiveness by whether users can carry out the intended task under the tested conditions.
- cost — The resources or opportunities given up to obtain or do something. Example: The cost of an extra graph includes the time no longer available for checking the underlying data.
- benefit — A useful or favourable result gained from an action or choice. Example: The benefit of the simpler diagram is that the intended reader can locate the next step more easily.
- trade-off — A choice in which gaining one advantage involves accepting a disadvantage elsewhere. Example: The design presents a trade-off between storage capacity and the amount of floor space it occupies.
- sustainability — The capacity to continue an activity while maintaining the resources and conditions it depends on. Example: The plan’s sustainability depends on whether future groups can maintain the materials and the agreed routine.
- resilience — The ability to withstand a disruption or recover useful functioning after it. Example: A shared record increases the group’s resilience when one member cannot attend the next meeting.
- adaptation — A change made in response to a different condition or environment. Example: The adaptation replaces small print with labelled diagrams for readers viewing the instructions from farther away.
- mitigation — Action intended to reduce the severity or likelihood of an identified problem. Example: A spare recording sheet is one mitigation for losing access to the electronic form during the session.
- interdependence — A relationship in which parts rely on one another. Example: The investigation shows interdependence between data collection, record keeping and the later interpretation of results.
- infrastructure — The basic facilities and systems that allow an activity or community to function. Example: Reliable access to equipment is part of the infrastructure needed for the planned investigation.
- institution — An established organisation or system of social rules serving a recognised purpose. Example: The institution’s published policy helps explain which records its staff are authorised to release.
- incentive — Something that encourages a particular choice or behaviour. Example: An incentive to finish quickly may affect how carefully participants read the questionnaire in this hypothetical study.
- regulation — A rule established by an authority to govern an activity. Example: Check the relevant school regulation before changing how project materials will be collected or stored.
- implementation — The process of putting an agreed plan into practice. Example: During implementation, record departures from the plan so that the final evaluation describes what actually happened.
161–180. Making a defensible decision
- option — One available course of action among possible choices. Example: List each realistic option before deciding which best satisfies the agreed criterion.
- alternative — A different possibility that could replace the one currently being considered. Example: A shorter supervised trial is an alternative when the original plan cannot fit the available session.
- merit — A quality that makes a proposal or piece of work worth considering. Example: One merit of the design is that its instructions can be followed without a separate explanation.
- drawback — A disadvantage that needs to be considered alongside the benefits. Example: The main drawback is that the larger display blocks access to a shelf used during the activity.
- priority — Something given greater importance or attention than competing matters. Example: Clarity is the priority in this instruction sheet because readers must act without asking the writer for help.
- relevance — The connection between information and the particular question or purpose. Example: Explain the source’s relevance instead of including it merely because it uses similar vocabulary.
- sufficiency — The extent to which available support is enough for a particular claim or purpose. Example: Assess the evidence’s sufficiency against the claim you make, not against an arbitrary number of sources.
- viability — The ability of a proposal or activity to work and continue under the relevant conditions. Example: The club’s viability depends on continuing access to a room as well as initial interest from pupils.
- necessity — The quality of being required rather than merely useful or desirable. Example: Explain the necessity of the extra measurement before adding another step to the procedure.
- comparability — The extent to which cases can be meaningfully compared for the intended purpose. Example: Different observation periods reduce comparability unless the results are adjusted in an appropriate, explained way.
- consistency — Agreement across relevant parts, occasions or applications of the same standard. Example: Check consistency between the table headings, graph labels and explanation of the recorded variable.
- robustness — The extent to which a result or approach withstands reasonable changes or challenges. Example: Test the conclusion’s robustness by checking whether it changes under another defensible treatment of the uncertain values.
- sensitivity — How much an outcome changes when an input or assumption changes. Example: The model’s sensitivity to the estimated starting value should be examined before presenting a precise prediction.
- tolerance — An allowed amount of variation from a specified value or condition. Example: The design brief gives a tolerance of two millimetres, so the drawing must state the intended dimension clearly.
- residual — In a fitted numerical model, an observed value minus its predicted value. Example: A positive residual means that the observed value lies above the value predicted by this model.
- tentative — Proposed provisionally because further evidence or checking may change it. Example: Keep the recommendation tentative until the missing information about the room becomes available.
- conditional — Dependent on a stated circumstance being satisfied. Example: Our approval is conditional on the revised plan meeting the school’s supervision requirement.
- explicit — Expressed directly enough that the reader does not have to infer it. Example: Make the exclusion rule explicit before deciding which observations belong in the final dataset.
- transparent — Openly explained so that relevant decisions and information can be examined. Example: A transparent method records how missing responses were handled instead of hiding that decision from the reader.
- defensible — Able to be supported with relevant reasons and evidence. Example: The narrower conclusion is defensible because it refers only to the cases that were actually examined.
181–200. Revising for independent use
- retrieve — Bring previously learned information back from memory. Example: Retrieve the meaning before reopening the glossary, then use the reference to check any uncertainty.
- rehearse — Practise an action or explanation in preparation for using it. Example: Rehearse the explanation aloud so that an unclear connection becomes noticeable before the presentation.
- consolidate — Bring earlier learning together and make its use more secure. Example: Consolidate the distinction by using each term in a different example with the notes closed.
- diagnose — Identify the nature or cause of a difficulty by examining relevant evidence. Example: Diagnose whether the error concerns the calculation, the instruction or the meaning of the word estimate.
- correct — Replace an error with an accurate form, value or explanation. Example: Correct the unit as well as the number when revising the final line of the calculation.
- proofread — Read a near-final text carefully to find surface errors or omissions. Example: Proofread the labels and references after the main reasoning has been checked and revised.
- edit — Change wording or presentation to improve a piece of work. Example: Edit the repeated phrase only after checking that it does not carry a different qualification in the second sentence.
- restructure — Change how the parts of a piece of work are arranged. Example: Restructure the explanation so that the assumption appears before the calculation that depends on it.
- integrate — Combine parts so that they work together within a coherent whole. Example: Integrate the numerical result with the explanation instead of leaving the graph unrelated to the conclusion.
- transfer — Apply learning appropriately in a different task or situation. Example: Transfer the comparison routine from the class example to a new dataset with different units.
- automate — Use a system to carry out a repeated operation with limited ongoing manual input. Example: A spreadsheet can automate the totals, but I still need to check the input values and formula.
- internalise — Make an idea or practice part of one’s own usable understanding. Example: Internalise the checking routine by explaining why each step matters, then applying it without the reminder card.
- reflect — Consider an experience or piece of work carefully to understand what it shows. Example: Reflect on the decision that changed the result instead of listing only how much time the project took.
- evaluate — Judge the value or success of something against relevant criteria and evidence. Example: Evaluate the design against its stated purpose, including both the successful features and the remaining limits.
- document — Create a clear record of information, actions or decisions. Example: Document the reason for excluding a measurement so that the final dataset can be checked responsibly.
- track — Follow changes or progress using a continuing record. Example: Track the same recurring error across several independent attempts before deciding whether the repair has become reliable.
- distinguish — Make the relevant difference between two things clear. Example: Distinguish a calculation error from a disagreement about which assumptions the model should use.
- refine — Make a targeted improvement that increases precision or usefulness. Example: Refine the research question when the initial wording includes more cases than the available evidence can address.
- sustain — Maintain an activity or standard over a period of time. Example: Sustain the checking habit across subjects instead of applying it only to the task that first received feedback.
- audit — Examine a set of records or procedures systematically against stated requirements. Example: Audit the source record to find missing dates, page locations and acknowledgements before the final submission.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a quota to insert into one response.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–4: Understand the stage and use words accurately
Sections 5–6: Worked examples and practice
Sections 7–11: Review, revise and continue
The Diploma Programme combines six subject groups with its core: theory of knowledge, the extended essay, and creativity, activity, service. Your particular subjects and levels determine which specialist terms you need. The IB explains this structure in its DP curriculum overview and core guidance. This pack supplies useful language for working across those demands.
The IB assessment overview describes external and internal assessment. There is no single universal DP Year 2 vocabulary paper and no official requirement to learn these particular 200 words. Use your school’s current subject guide, task brief, assessment criteria and examination session information. A command such as explain requires the relevant subject reasoning; including the word itself earns no special credit.
English A and English B are different courses. The Language B guidance concerns language acquisition, including communication for context, purpose and audience. Do not transfer another course’s paper rules into your own. The same-year essay-writing companion offers a separate route into writing; this essential pack helps you understand, organise and communicate the learning behind a response.
Start here: can you make a supported decision?
In this invented planning task, a supervised room is available for 30 minutes. Setting up takes 8 minutes, the activity takes 15, and recording the result takes 5. The instruction is to decide whether the plan fits, show the calculation and name one limitation. Without consulting the list, use duration, constraint, feasible and justify in an explanation of your decision. You may write three sentences rather than forcing all four words into one. Show the arithmetic before drafting your conclusion. Name the resource that creates the limit, then explain what the spare time does and does not tell you. The record gives no actual delays, so do not invent one. If a term feels unfamiliar, replace it briefly with plain language before checking its entry. Keep your first attempt so you can compare it with the guide below.
Check your decision and choose the next step
A sound answer gives a total duration of 28 minutes and identifies room availability as the constraint. It can justify calling the plan feasible under the stated timings, while noting the two-minute margin. It cannot promise that no delay will occur. If a meaning blocks you, revisit that entry. If the idea is clear but the wording is awkward, repair the word pattern. Finally, change the available time to 25 minutes and explain the new decision independently.
Choose a small set with an immediate use
Start from a returned task, an instruction you misunderstood or a discussion you could not follow. Select four to six relevant words, then make a plain-language version of each. Keep a useful word partner beside it: justify a decision, state a constraint, verify a reference. Read the original task again and decide what action the language requires. A glossary entry becomes useful when it changes what you do next.
Words travel with patterns. Write allocate time to checking, comply with a requirement and justify a choice with evidence. The noun criterion has the plural criteria: one criterion is met; two criteria are met. Metadata describes the resource; it does not automatically establish that the resource is trustworthy. Inspect the relevant creator, date and version information.
Some familiar words acquire a narrower subject meaning. A statistical range is the maximum minus the minimum in the numerical sense used here. A project’s scope describes what it covers. A residual is an observed value minus a model’s predicted value, so the order of subtraction matters. Do not replace these with a general synonym that loses the definition.
Precision and accuracy also differ. Repeated readings can cluster together while remaining displaced from an accepted reference. The NIST measurement terminology guidance explains why these concepts should not be treated as interchangeable. When your subject uses a more specific definition or uncertainty procedure, learn that procedure alongside the general word.
Build one contrast that you can explain: efficiency concerns useful output relative to resources; effectiveness concerns achieving the objective. Finishing a worksheet quickly does not establish that the intended learning occurred.
The eduKate Fencing Method is a teaching routine for controlled expansion. Begin with a correct core, add one useful layer, check it, and repair it before extending again. It is not an official IB response formula.
- Core: “The plan is feasible.” Identify which plan and which conditions you mean.
- Useful layer: “The plan is feasible within the 30-minute room booking because its stated steps total 28 minutes.” The added reason can be checked.
- Limit: “This leaves two minutes for delays.” The sentence acknowledges the margin without inventing an actual delay.
- Check: Confirm the calculation, the meaning of feasible, and the difference between a stated timing and a guarantee.
- Transfer: Close the model and use the same reasoning for a different task with different timings.
Stop when an addition makes the claim less accurate. “The plan is perfectly feasible and will definitely succeed” adds confidence without supporting information. Repair it by stating the conditions, not by adding more impressive vocabulary. In subject work, an extra layer might instead be a unit, mechanism, comparison, qualification or source. Choose the layer the task needs.
Invented classroom simulation. A teacher compares two booking-instruction sheets. Six volunteers try Version A; six different volunteers try Version B. Each makes one independent attempt. Their prior experience is not recorded. The next pilot must use a version that enabled at least five of its six initial users to finish correctly. Speed is secondary.
| Version | Recorded durations in minutes | Correct completions |
|---|---|---|
| A | 3, 4, 4, 5, 6, 8 | 5 of 6 |
| B | 2, 3, 3, 4, 5, 7 | 4 of 6 |
Task: Recommend a version for the next supervised pilot. Use criterion, mean, limitation and tentative where useful. Explain one next check. The first, second and fourth words are in this pack; limitation is useful supporting language.
Version A should enter the next pilot because it meets the stated criterion of five correct completions out of six. Its mean duration is 30 ÷ 6 = 5 minutes; Version B’s is 24 ÷ 6 = 4 minutes. B was faster on this measure, but it did not meet the completion criterion. This is a tentative choice for the next pilot, not a general claim that A is superior. Different volunteers tried the versions, and their prior experience was not recorded.
The response gives the decision first and uses the correct priority. It does not confuse the smaller mean with overall effectiveness. A useful next check would record relevant prior experience and agree with the teacher on a comparison that reduces differences between groups. If the same people try both versions, order and practice effects also need attention.
Keep the claim proportional to the exercise. These twelve attempts support a decision under the supplied rule; they do not establish what all users will do. The example also shows why a possible confounder should be identified as possible when the relevant information has not been collected.
1. Interpret the action word
An invented graph shows tank volume increasing from 10 to 16 litres between minute 0 and minute 3. The instruction is “Calculate the average filling rate over this interval.” A student writes, “The volume increased.” What is missing?
Answer: The calculation and unit: (16 − 10) ÷ 3 = 2 litres per minute. The original sentence describes the direction of change but does not carry out the requested numerical operation. The average does not establish that the rate stayed constant throughout.
2. Choose a summary accurately
For the invented ordered durations 2, 3, 3, 4 and 18 minutes, calculate the mean, median and range. Explain why reporting only the mean could conceal something useful.
Answer: The sum is 30, so the mean is 6 minutes. The median is 3 and the range is 16. The 18-minute value pulls the mean above four of the five values. Show the distribution or mention that unusual observation; do not delete it merely because it is inconvenient. These calculations use the standard definitions explained in OpenStax’s measures of centre.
3. Repair a causal claim
In an invented voluntary survey, students who attend a revision club report higher recent marks. Students choose whether to attend. No information about earlier marks is collected. Repair “The club caused the higher marks.”
Answer: “Club attendance and reported marks are associated in these responses; this survey does not establish causation.” Earlier attainment could influence both attendance and later marks, but its actual role is unknown here. Identify what is missing rather than announcing that one alternative explanation has been proved.
4. Preserve a source’s qualification
A fictional source, Classroom Trial Note, page 2, says: “Four of six participants completed the route without a prompt.” A student’s paraphrase says everyone completed it independently. Repair the paraphrase and identify what the citation must point to.
Answer: “The note reports unprompted completion by four of the six participants.” The source record should identify the fictional note and page 2. The repair preserves the number and condition; new wording alone does not make an inaccurate paraphrase acceptable.
5. Allocate a realistic session
You have 50 minutes. Required checking needs 20 minutes for calculations, 15 for interpretation and 10 for references. An optional rehearsal needs another 10. What plan is feasible under these estimates?
Answer: Allocate 45 minutes to the required checks and retain a five-minute margin. Postpone the optional rehearsal or arrange another session. Claiming all 55 minutes fit would ignore the constraint.
Transfer: Bring one current subject instruction and four relevant bank words to a fresh attempt. Explain your choice of words afterwards. An accurate response may need only two of them; relevance matters more than insertion.
| What you notice | Likely difficulty | Useful repair |
|---|---|---|
| “The mean is the middle value.” | Meaning | Recalculate mean and median from a small ordered set; explain each operation. |
| A description answers a calculation task. | Task understanding | Identify the required action, perform it and state the unit. |
| “There are three criterion.” | Language pattern | Use “three criteria”; practise the singular and plural in complete sentences. |
| “This proves every student prefers B.” | Support and scope | Name the actual respondents and the question they answered; remove the unsupported universal claim. |
| A polished sentence cannot be explained aloud. | Ownership of understanding | Return to a plain explanation, check it, then rebuild the technical version. |
Record the correction beside the original attempt, with a brief reason. Copying the corrected sentence shows that you can copy; an independent explanation with changed numbers or a new context provides stronger evidence of usable learning. Ask for help at the point of uncertainty: “I understand the calculation, but why is this the appropriate comparison?” is more actionable than “I do not understand any of it.”
Fit vocabulary into work you already need to complete. The following week is a suggested routine, not an optimal schedule or compulsory quota. Reduce the set when the meanings need more attention.
- First session: Select four to six words from a current task. Explain them with the glossary closed, then check and repair.
- Next session: Use two words in a calculation explanation, method note or discussion contribution. Ask whether the words improve precision.
- Midweek: Compare one easily confused pair, such as accuracy and precision, or efficiency and effectiveness. Supply a situation in which they differ.
- Later session: Complete a different task without the model. Keep the first attempt rather than replacing its record with the corrected version.
- End of week: Review one recurring error, obtain focused feedback and choose what needs another attempt next week.
Track decisions, not just elapsed time. A useful note reads, “I selected median because the question asked for the middle ordered value.” “I revised statistics for an hour” tells you less about what you can now do. Leave room for subject content, rest and school priorities when scheduling practice.
For students: keep a short dated record with the task, target word, first attempt, correction and later independent use. An error that disappears only while the model is visible still needs practice. Progress can mean recognising an inappropriate term and choosing a simpler accurate expression.
For teachers and families: ask the learner to explain the decision before suggesting wording. You can point to an unclear instruction, request a unit or ask which observation supports a conclusion. Let the student make the substantive choices and write the assessed response. Follow the school’s rules on permitted assistance for the actual task.
The IB academic integrity guidance emphasises honest, authentic work and acknowledgement. Its AI guidance explains that AI-produced material included in assessed work needs appropriate acknowledgement. Check task permissions as well as citation requirements; disclosure does not replace understanding or responsibility for accuracy.
Use this pack when the obstacle is understanding a task, handling information or organising learning. Use the same-year essay companion when the next need is developing an argument, analysis or sustained written response. A vocabulary notebook can connect the two, provided each example records its actual purpose rather than treating every word as suitable for every essay.
Must I use advanced words to demonstrate advanced understanding?
No. Use the term that expresses the subject idea accurately. A short explanation with the correct unit, condition and reason is more useful than a dense sentence you cannot defend.
Does knowing a definition mean I have mastered the word?
It is one useful step. Also check whether you can recognise the term in an instruction, use its normal grammar, distinguish a nearby concept and apply it in another task without copying.
Can I use the same words in every DP subject?
Some travel well, including justify, verify and constraint. Others have specialist meanings. Learn the relevant disciplinary definition, notation and procedure before transferring a term such as validity, model or equilibrium.
Should I start again if many words are unfamiliar?
Start with a small urgent set and use an earlier essential pack where helpful. Familiar-language explanations can support understanding; then build the English expression needed for the task. The year labels organise resources rather than diagnose ability.
Is this enough preparation for final assessment?
No single word bank covers subject knowledge, methods, task requirements and practice. Use these words to make that work clearer, alongside current school guidance and feedback. There is no promised grade attached to completing the list.
Checked 8 November 2026. Programme and assessment statements link directly to the IB pages beside the relevant claims. The school-year map is illustrative; the IB programme overview gives the broader programme age ranges.
The 200-word selection, examples, invented data and practice answers are original eduKate teaching material. The layout builds on the Age 12 vocabulary reference; it does not reproduce an official IB prescribed list. Measurement terminology was checked against NIST, and mean and median against OpenStax. The research sense of replication uses the distinction explained by the National Academies’ reproducibility and replicability report; terminology can vary by field. Use your course’s stated conventions where a specialist distinction matters.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP learning foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue to the same-year vocabulary guide for essay writing when the next task calls for a sustained written response.
Essential Word Packs for all school years
Choose the pack that matches the learner’s current tasks and language experience. These school-year labels are approximate reader bands; actual IB programme placement varies by school.
- PYP · School Year 1 — Essential Word Pack
- PYP · School Year 2 — Essential Word Pack
- PYP · School Year 3 — Essential Word Pack
- PYP · School Year 4 — Essential Word Pack
- PYP · School Year 5 — Essential Word Pack
- PYP · School Year 6 — Essential Word Pack
- MYP Year 1 · School Year 7 — Essential Word Pack
- MYP Year 2 · School Year 8 — Essential Word Pack
- MYP Year 3 · School Year 9 — Essential Word Pack
- MYP Year 4 · School Year 10 — Essential Word Pack
- MYP Year 5 · School Year 11 — Essential Word Pack
- DP Year 1 · School Year 12 — Essential Word Pack
- DP Year 2 · School Year 13 — Essential Word Pack
For sustained writing at this stage, continue to the School Year 13 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.