Moving between subject classrooms brings different tools, routines and meanings. In one lesson, record may mean writing measurements; in another, it may involve musical notation. This School Year 7 pack helps learners read the task, choose suitable language and act with increasing independence. Use a small relevant group of words alongside current schoolwork.
School Year 7 is mapped here to MYP Year 1, approximately ages 11–12. This is an illustrative school-year route, so the learner’s actual school placement and language support take priority. The list is an original eduKate selection, not an official IB vocabulary test or a requirement to use all 200 words.
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: Move between lessons prepared · 21–40: Understand the task before starting · 41–60: Read, listen and make useful notes · 61–80: Work with quantities and representations · 81–100: Carry out a practical investigation · 101–120: Plan, model and make · 121–140: Locate information about people and places · 141–160: Contribute to shared work · 161–180: Manage study and seek specific help · 181–200: Connect ideas across subjects
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Move between lessons prepared
- schedule — A plan showing when activities will happen. Example: Check the schedule before arranging your group meeting.
- period — A block of time set aside for a lesson. Example: The second period is reserved for mathematics today.
- session — A particular meeting or period of organised activity. Example: Bring your notes to the next planning session.
- break — A pause between periods of work or activity. Example: We return the equipment before the break begins.
- locker — A small storage space that can be secured. Example: I put the books for later lessons in my locker.
- stationery — Materials used for writing and other paper-based work. Example: My stationery includes pencils, a ruler and an eraser.
- equipment — The tools or items needed for an activity. Example: Check that the equipment is ready before the demonstration.
- device — A piece of equipment made for a particular purpose. Example: Use the shared device to open the class timetable.
- charger — Equipment that supplies energy to a rechargeable battery. Example: Return the tablet and its charger to the storage shelf.
- folder — A container or digital location for related documents. Example: Keep the design brief in your project folder.
- planner — A place for recording tasks, appointments and dates. Example: I entered the revised deadline in my planner.
- deadline — The latest time by which something must be completed. Example: The deadline for this practice task is Friday afternoon.
- reminder — A note or signal that helps someone remember. Example: Set a reminder to return the borrowed measuring tape.
- priority — Something needing attention before less urgent or important matters. Example: Reading the changed instructions is our first priority.
- prepare — To make ready for an activity or situation. Example: Prepare your questions before the short group conference.
- register — A list used to record who belongs to or attends a group. Example: The teacher checked our names against the register.
- attendance — Being present at an arranged lesson or event. Example: The teacher records attendance at the start of class.
- punctual — Arriving or happening at the agreed time. Example: Our group was punctual for the equipment demonstration.
- location — The place where something is situated or happens. Example: The notice gives the location of the replacement classroom.
- access — The ability or permission to reach or use something. Example: Ask for access if the shared document will not open.
21–40. Understand the task before starting
- instruction — A statement directing someone to perform an action. Example: The first instruction asks us to read the diagram.
- requirement — Something that a task says must be done or included. Example: One requirement is a unit beside every measurement.
- criterion — A standard used to judge a piece of work. Example: One criterion concerns how clearly the drawing is labelled.
- descriptor — A statement describing qualities of work or performance. Example: Read the descriptor before reviewing your group's explanation.
- command — An instruction specifying the action to carry out. Example: The command asks us to calculate the total.
- respond — To give an answer or react to information. Example: Respond to the question using the supplied table.
- complete — To finish the parts that a task requires. Example: Complete the missing column before drawing the graph.
- submit — To deliver work to its required recipient or destination. Example: Submit the final diagram through the class folder.
- attach — To add one item to another document or message. Example: Attach the data table to your project entry.
- upload — To send a digital file to an online system. Example: Upload the photograph after checking that it opens.
- draft — A version of work prepared for checking and changing. Example: My draft contains the main steps but needs labels.
- format — The form or arrangement used to present information. Example: The required format is a table with three columns.
- heading — A title identifying a section of a document. Example: Write the unit beside the relevant column heading.
- bullet — A mark introducing one item in a list. Example: Use a bullet for each separate equipment item.
- checklist — A list used to confirm that needed actions are done. Example: Our checklist includes the filename and submission destination.
- clarify — To make an unclear meaning or instruction easier to understand. Example: Please clarify which diagram we should label.
- rephrase — To express a meaning using different words. Example: Rephrase the instruction without changing what it requires.
- allocate — To assign a share of time, work or resources. Example: Allocate five minutes for checking the measurements.
- limit — A boundary on what is allowed or possible. Example: The task has a limit of two slides.
- confirm — To establish or state that a detail is settled. Example: Confirm the meeting place before the group separates.
41–60. Read, listen and make useful notes
- skim — To read quickly for the general meaning. Example: Skim the notice before looking for individual dates.
- scan — To search a text quickly for a specific detail. Example: Scan the timetable for the room number.
- keyword — A word especially useful for finding or identifying information. Example: Use transport as a keyword for this search.
- gist — The central meaning of a message or text. Example: Explain the gist of the announcement in one sentence.
- annotation — A short note added to explain or question something. Example: My annotation asks why the graph has no unit.
- highlight — To mark or bring attention to an important detail. Example: Highlight the changed deadline on your printed notice.
- margin — The space beside the main text on a page. Example: Write your question in the margin beside the paragraph.
- glossary — A list explaining specialised words in a text. Example: The glossary explains the terms used in this chapter.
- index — An alphabetical guide to where topics appear in a book. Example: Use the index to find pages about migration.
- caption — A brief explanation accompanying an image. Example: The caption identifies the place shown in the photograph.
- abbreviation — A shortened written form of a word or phrase. Example: The abbreviation Fri stands for Friday in this timetable.
- notation — A system of symbols used to communicate information. Example: Read the guide to the notation before interpreting the score.
- record — To preserve information in writing or another usable form. Example: Record the three readings in the results table.
- paraphrase — To restate someone else's meaning in your own words. Example: Paraphrase the notice while keeping its conditions unchanged.
- retrieve — To bring stored information back into use. Example: Retrieve yesterday's notes before planning the next trial.
- recall — To bring something previously learned or experienced to mind. Example: Recall the meaning before looking at the glossary.
- recognise — To identify something as known from an earlier encounter. Example: I recognise the symbol from the previous lesson.
- definition — An explanation of what a word or term means. Example: Check the definition before choosing an example sentence.
- term — A word or expression with a particular subject meaning. Example: The term volume refers to occupied space in this task.
- contextual — Connected with the surrounding details that shape meaning. Example: The contextual meaning of scale is clear from the map.
61–80. Work with quantities and representations
- quantity — An amount or number of something. Example: State the quantity of card needed for each model.
- unit — A standard used to express a measured quantity. Example: Write the unit after each recorded length.
- measurement — A value obtained by comparing a quantity with a standard. Example: The measurement in the second row is twelve centimetres.
- scale — The marked values used to read a tool or graph. Example: Each step on the graph's scale represents two minutes.
- interval — The gap between successive values or events. Example: The interval between these observations is five minutes.
- axis — A reference line along which graph values are arranged. Example: Label the horizontal axis with the time unit.
- coordinate — A value used with other values to locate a point. Example: The first coordinate gives the horizontal position on this grid.
- decimal — A number written using place value and a decimal point. Example: Write three and a half as the decimal 3.5.
- fraction — A number expressing a part of a whole or a division. Example: One quarter is the fraction of counters coloured blue.
- ratio — A comparison of the relative amounts of quantities. Example: The ratio of red tiles to blue tiles is two to five.
- percentage — An amount expressed as a number out of one hundred. Example: The percentage is twenty-five when five of twenty agree.
- estimate — An approximate value based on available information. Example: My estimate of the length is close to the later measurement.
- round — To replace a number with a nearby value at a chosen place value. Example: Round 3.46 to one decimal place to give 3.5.
- convert — To express a quantity in an equivalent form or unit. Example: Convert fifty centimetres to half a metre.
- calculate — To find a numerical answer by carrying out mathematical operations. Example: Calculate the total by adding the three recorded amounts.
- total — The amount obtained by adding all the relevant parts. Example: The total of eight and thirteen is twenty-one.
- mean — The sum of values divided by how many values there are. Example: The mean of six and ten is eight.
- median — The middle ordered value, or the mean of the two middle values. Example: The median of two, seven and nine is seven.
- range — The greatest value minus the smallest value in a data set. Example: The range of three, six and ten is seven.
- frequency — The number of times a value or event occurs. Example: The frequency of blue is four in this tally table.
81–100. Carry out a practical investigation
- apparatus — Equipment arranged or used for a practical activity. Example: Check the apparatus list before setting up the investigation.
- procedure — An ordered set of steps for carrying out an activity. Example: Follow the procedure before taking the first reading.
- variable — A factor that can have different values or conditions. Example: Ramp height is the variable changed in this investigation.
- prediction — A statement about what is expected before a check or test. Example: Write your prediction before looking at the results.
- trial — One attempt or run in a planned investigation. Example: Reset the starting position before the second trial.
- repeat — To carry out an action or investigation again. Example: Repeat the measurement using the same agreed method.
- control — To keep a relevant condition at a chosen setting. Example: Control the starting position by using the marked line.
- reading — A value observed on a measuring instrument. Example: Write down the timer reading before resetting it.
- accuracy — How close a measurement is to a true or accepted value. Example: We check accuracy by measuring a reference length.
- precision — The closeness of repeated measurements to one another. Example: The readings cluster closely, showing precision in these trials.
- anomaly — A result that differs noticeably from others or an expected pattern. Example: Keep the anomaly in the table while checking the method.
- condition — A circumstance under which an activity takes place. Example: Record each condition that might affect the investigation.
- method — The way an investigation or task is carried out. Example: Describe the method clearly enough for another group to follow.
- observe — To examine carefully using senses or suitable instruments. Example: Observe the pointer before recording its position.
- measure — To find a quantity's size or amount using a suitable unit. Example: Measure the width before choosing the card sheet.
- detect — To notice or establish the presence of something. Example: Check whether the sensor can detect movement beside the model.
- adjust — To change something slightly to achieve a desired setting. Example: Adjust the stand until it reaches the marked height.
- collect — To gather items or information for a purpose. Example: Collect the readings from all three trials.
- compare — To examine things together for relevant similarities and differences. Example: Compare the two sets of readings using the same unit.
- result — An outcome or information produced by a test or calculation. Example: The result of the first calculation is shown below.
101–120. Plan, model and make
- brief — A description of what a task or design should achieve. Example: The brief asks for a box that holds six cards.
- sketch — A quick drawing showing the main features of something. Example: Make a sketch of the handle before building it.
- diagram — A drawing explaining parts, positions or relationships. Example: The diagram shows how the handle joins the lid.
- dimension — A measurement describing an object's size in one direction. Example: Check each dimension against the space on the shelf.
- width — The measurement from one side to the other. Example: The shelf's width determines how many trays fit beside each other.
- height — The measurement from the bottom to the top. Example: Mark the required height on the upright support.
- depth — A measurement from the front to the back or surface downwards. Example: The drawer's depth must allow the folder to fit.
- perimeter — The total distance around the boundary of a flat shape. Example: Find the perimeter by adding all four side lengths.
- area — The size of a flat surface, expressed in square units. Example: The area of this card is twenty square centimetres.
- volume — The space occupied by a three-dimensional object. Example: Calculate the cuboid model’s volume from its three stated dimensions.
- prototype — An early model used to explore or test a design. Example: Our paper prototype helps us check the lid's size.
- component — One part of a larger object or system. Example: The wheel is a component of this model vehicle.
- assemble — To join separate parts into a whole. Example: Assemble the base before attaching the upright pieces.
- fasten — To secure parts so that they remain together. Example: Fasten the flap with the clip provided.
- reinforce — To add support that makes something stronger. Example: Reinforce the corner with another strip of card.
- mechanism — Parts or actions working together to produce movement or change. Example: The mechanism allows the model's lid to rise.
- input — Something entering a system or process. Example: Label the material entering the model as an input.
- output — Something produced by or leaving a system. Example: The display shows the output from the sensor.
- constraint — A limit within which a design or plan must operate. Example: The budget constraint allows six dollars for materials.
- function — The purpose or job performed by something. Example: The handle's function is to help lift the box.
121–140. Locate information about people and places
- source — A person, document or object providing information for an inquiry. Example: The notice is our source for the revised timetable.
- author — The person who creates a written text. Example: Record the author's name beside the article title.
- publication — A work made available for other people to read or use. Example: The publication contains maps and notes about local routes.
- document — A written or digital record containing information. Example: Read the document before extracting the opening times.
- origin — Where something began or came from. Example: Check the photograph's origin before describing it as local.
- primary — Providing firsthand material for a particular inquiry. Example: This diary is a primary source for the writer's own account.
- secondary — Interpreting or discussing material from existing sources. Example: This article is a secondary account because it interprets earlier diaries.
- reliable — Dependable for a stated purpose after relevant checks. Example: We need a reliable source for the current room number.
- verify — To check whether a detail is supported by suitable information. Example: Verify the date against the original notice.
- credit — Acknowledgement given to the creator of work being used. Example: Give credit to the person who made the map.
- permission — Approval allowing a specified use or action. Example: Ask permission before including another student's photograph.
- citation — A note identifying a source used in your work. Example: The citation lets a reader locate the article.
- digital — Using information stored or processed electronically. Example: Our digital map can be opened on the classroom tablet.
- local — Connected with a nearby place or particular small area. Example: The local map shows streets around the school.
- regional — Connected with a larger area containing several local places. Example: The regional map includes several neighbouring towns.
- global — Connected with the world as a whole. Example: The global map helps us locate the selected countries.
- migration — Movement of people to live in another place. Example: The interview questions ask about one family's migration.
- population — All the people living in a specified area. Example: The table gives the population of each invented town.
- resource — Something available for use in meeting a need or doing work. Example: The archive is a resource for our local-history inquiry.
- distribution — The way things are spread across an area or group. Example: The map shows the distribution of the recorded bus stops.
141–160. Contribute to shared work
- agenda — A list of matters to discuss or act on at a meeting. Example: Our agenda includes checking progress and assigning unfinished tasks.
- role — A particular responsibility within an activity or group. Example: My role is to record the agreed measurements.
- contribute — To add effort, an idea or a resource to shared work. Example: Each learner can contribute one question for the discussion.
- consult — To seek information or advice from someone or something. Example: Consult the teacher before changing the agreed procedure.
- delegate — To give someone responsibility for a particular task. Example: Delegate the measuring task after checking who can complete it.
- negotiate — To discuss different needs in order to reach an arrangement. Example: Negotiate the speaking order before beginning the recording.
- consensus — An arrangement or view a group can support after discussion. Example: Ask each member before claiming that the group has consensus.
- compromise — An agreement in which different sides each give something up. Example: Our compromise gives each pair half the display space.
- participate — To take part in an activity. Example: I participate by explaining the table to my group.
- listen — To give attention to what is being said or heard. Example: Listen to the complete instruction before asking your question.
- interrupt — To break into another person's speech or an ongoing action. Example: Raise your hand instead of trying to interrupt the speaker.
- acknowledge — To show that something has been noticed or recognised. Example: Acknowledge your partner's concern before proposing a change.
- request — To ask for something needed or wanted. Example: Request a clearer diagram if the labels cannot be read.
- feedback — Information about work that can guide its improvement. Example: The feedback identifies a missing unit in our table.
- constructive — Intended to help improve a situation or piece of work. Example: Constructive feedback explains a specific change we can make.
- respectful — Showing consideration for another person's dignity and views. Example: Use a respectful tone when questioning the proposed method.
- assertive — Expressing a need or view clearly while respecting others. Example: Her assertive request explains why she needs a turn.
- collaborate — To work with others towards a shared purpose. Example: We collaborate to prepare the labelled display.
- facilitate — To help an activity or process work more easily. Example: The chair will facilitate the discussion by inviting each person.
- agreement — An arrangement or view accepted by the people involved. Example: Record the agreement before allocating the final tasks.
161–180. Manage study and seek specific help
- independent — Able to make or carry out relevant decisions without constant direction. Example: I completed the independent check before asking for feedback.
- dependent — Needing someone or something for a particular action or condition. Example: Our recording is dependent on access to the shared tablet.
- assistance — Practical help with an action or difficulty. Example: I asked for assistance with opening the document.
- support — Help that makes understanding or action more manageable. Example: A labelled example gives support when a task is unfamiliar.
- confusion — Difficulty understanding or distinguishing something. Example: The two different submission dates caused confusion.
- obstacle — Something that makes progress towards a goal difficult. Example: The missing ruler was an obstacle to completing the measurements.
- strategy — A chosen approach for achieving a particular purpose. Example: My strategy is to turn the brief into a checklist.
- manageable — Possible to deal with using available time and support. Example: Divide the assignment into manageable steps.
- flexible — Able to change when circumstances or needs change. Example: A flexible plan leaves time for a second measurement.
- concentrate — To direct attention towards a particular task. Example: I can concentrate better when the instructions are visible.
- distract — To draw attention away from its intended focus. Example: Unrelated messages can distract me during the reading task.
- pause — To stop briefly before continuing. Example: Pause to check the unit before recording the answer.
- resume — To begin again after an interruption or pause. Example: Resume the task after the missing page is supplied.
- habit — An action done regularly, often without a new decision. Example: Checking tomorrow's timetable is becoming a useful habit.
- practice — Activity carried out to develop a skill or understanding. Example: This practice involves reading a new notice without prompts.
- revision — Changes made to improve existing work. Example: My revision adds the source details missing from the first version.
- self-check — A review of your own work against relevant requirements. Example: My self-check found an unlabelled axis.
- progress — Movement towards a goal, shown by a meaningful change. Example: Clearer independent explanations show progress in this task.
- target — A specific result or improvement to work towards. Example: My target is to include units without a reminder.
- reflect — To think carefully about an experience and what can be learned. Example: Reflect on which checking step helped you find the error.
181–200. Connect ideas across subjects
- classify — To place things in groups using chosen characteristics. Example: Classify the materials by the feature named in the task.
- category — A group whose members share a chosen characteristic. Example: Each item belongs in the category labelled reusable equipment.
- feature — A noticeable part or characteristic of something. Example: The adjustable handle is one feature of this design.
- property — A quality of a material or object. Example: Test one property of the card using the supplied method.
- pattern — A repeated arrangement or relationship in information. Example: Look for a pattern across the recorded daily counts.
- network — Connected people, places or parts that form a working group. Example: The diagram represents the paths as a network of connections.
- system — Related parts that work together as a whole. Example: The model represents a system with an input and an output.
- process — A series of actions or changes leading to a result. Example: Show the stages of the process in their stated order.
- sequence — The order of events, steps or items. Example: Check the sequence before assembling the model.
- cycle — A series of stages that returns to a starting point. Example: Arrange the supplied stages into a cycle with arrows.
- cause — Something that produces a change or event. Example: The observations alone do not establish the cause of the delay.
- effect — A change or result produced by something. Example: The investigation asks about the effect of changing one variable.
- factor — Something that may contribute to a situation or result. Example: Available time is one factor in planning our meeting.
- interaction — An action or influence involving two or more things. Example: The diagram shows the interaction between the two model parts.
- similarity — A relevant way in which things are alike. Example: One similarity is that both recorded routes include steps.
- difference — A relevant way in which things are unlike. Example: The main difference in this table is the width.
- trend — A general direction of change across a series of observations. Example: The recorded values show an upward trend over these five days.
- exception — A case that does not follow the stated pattern or rule. Example: Keep the exception visible when describing the overall pattern.
- connection — A relationship linking ideas, objects or events. Example: Explain the connection between the drawing and its data table.
- transfer — The use of learning in a different situation. Example: Applying the unit-checking routine in design demonstrates transfer.
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
MYP teachers assess learning through subject tasks and the programme’s assessment criteria. This pack supports understanding those tasks; it cannot replace subject knowledge or the criteria supplied by a teacher. The IB assessment guidance distinguishes ongoing school assessment from arrangements at the end of MYP Year 5: the personal project is mandatory and externally moderated, while other MYP eAssessment is optional. Those final-year arrangements are not a universal MYP Year 1 vocabulary examination.
Language acquisition has six phases that do not correspond to particular ages or MYP years. Schools consider learners’ prior language experiences when placing them; see the IB language acquisition overview. A learner can understand a concept while still needing help expressing it in English. Use school instructions and appropriate language support, rather than treating this list as a placement measure.
Start here: what does record require?
Read these invented task cards. Science: record the three supplied travel times of a toy cart: 8, 10 and 12 seconds. Calculate the mean and include the unit. Individuals and societies: record one statement from this source card: “The library opens at nine.” Its title is Library Notice, dated 4 November 2026. Include the source title and date. A partner says, “Record always means make an audio recording, so both tasks need a microphone.” Explain whether that interpretation follows these cards. Then give a complete answer to each task. Use record, calculate, mean, unit and source accurately in your explanation. Finally, write one question you would ask if a teacher wanted a different recording format. Work only with the information provided. The source card does not state a closing time, a weekly schedule or whether nine means morning or evening.
A possible answer and what to check
Record the science readings as 8 s, 10 s and 12 s. Calculate (8 + 10 + 12) ÷ 3 = 10 s. The Library Notice, dated 4 November 2026, states that the library opens at nine. Neither card requires audio. A useful question is, “Should I record this in a table, sentences or another format?” Do not silently turn nine into 9 a.m.
If meaning is unclear, demonstrate different ways of recording. If meaning is secure but phrasing is difficult, rehearse orally. If details are invented, underline what the card supplies. Allow familiar-language explanation, diagrams or labelled adult transcription to separate understanding from writing mechanics. Later use a new card without the model answer.
Say respond to a question, ask for assistance, allocate time to a task and submit work to a destination. The linking words matter. “I responded the question” needs repair to “I responded to the question” or “I answered the question”.
Equipment, stationery and assistance are normally uncountable in these uses. Say “two pieces of equipment” and “some assistance”. Criterion is singular and criteria plural: “This criterion concerns labels; these criteria concern the whole design.” A descriptor describes qualities; it does not automatically tell you every step to perform.
Practice is a noun here. British spelling uses practise for the verb. Revision in this bank means changing work; in a study timetable it can mean reviewing learning. Check the intended sense.
Primary and secondary describe relationships between a source and an inquiry. Neither label guarantees reliability. A diary offers its writer’s account; it does not establish what every resident experienced. A citation identifies a source, while permission concerns whether a particular use is allowed.
The eduKate Fencing Method for Vocabulary provides this practice sequence: state a correct core, add one useful detail, check meaning and grammar against the task, repair, then try a new situation. It is an eduKate routine, not an IB assessment formula.
Core: “I recorded the result.” Detail: “I recorded the result as ten seconds.” Check whether the number is a measured reading or a calculated mean. For the starter, repair the sentence to “I recorded the mean travel time as ten seconds.” The extra word identifies what the value represents.
Extend: “The mean is ten seconds because the three readings total thirty seconds.” That explanation still needs the division by three; add it before making the sentence longer.
For transfer, give two lengths of 14 cm and 18 cm. Ask for a fresh explanation. The mean is 16 cm because 32 cm is divided by two. Copying “seconds” reveals a unit error even when the calculation is correct.
Invented classroom investigation. The teacher supplies a reference strip with an accepted length of 100 cm. Three teams measure it three times. Their readings are below; no procedure notes or instrument checks are supplied. Compare each team’s mean and range. Explain which record combines closeness to the reference with a small spread, and identify what still needs checking.
| Team | Readings in cm | Mean in cm | Range in cm |
|---|---|---|---|
| A | 99, 100, 101 | 100 | 2 |
| B | 105, 105, 105 | 105 | 0 |
| C | 95, 100, 105 | 100 | 10 |
To practise the calculations, cover the final two columns first. Team A’s sum is 300, so its mean is 300 ÷ 3 = 100 cm. Its range is 101 − 99 = 2 cm. Apply the same operations to the other rows.
Team A’s readings are each within one centimetre of the supplied reference and have a range of two centimetres. Team B’s readings are tightly grouped, showing precision in this record, but all are five centimetres above the reference. Team C’s mean equals the reference, yet its readings vary more widely. I would first ask each team to describe its method and show its instrument. The table does not establish why the readings differ.
This answer separates precision from accuracy, a distinction explained in the NIST measurement terminology guidance. Repeating 105 does not make that value close to 100. Equally, a mean of 100 does not make every individual reading accurate. Team A combines the two desirable features more closely in the supplied record, but three measurements do not establish performance in every later task.
A reasonable next check is whether teams measured between the same endpoints and started at the correct mark. These are proposed checks, not discovered causes. Do not rewrite an inconvenient reading to make the table look tidy. In a later design task, transfer the same distinction when checking whether measured parts fit a stated dimension.
1. Read a changed instruction
Invented notice: Tuesday’s lesson moves from Room 4 to Room 6. Bring a planner and pencil. The model stays in Room 4 for collection after lunch. Task: write the location and equipment for the lesson, then state when to collect the model.
Answer: Attend Room 6 with a planner and pencil. Collect the model from Room 4 after lunch. The changed lesson location does not move the stored model. Keep those instructions separate.
2. Choose a question a source can address
Invented diary card: Ravi writes on 3 June: “Today I moved from Bay Town to Hill Town because my new school is there.” Title: Ravi’s Diary. Which question can this card address: Ravi’s stated reason for moving, or the main reason everyone leaves Bay Town? Give a short source note.
Answer: It addresses Ravi’s stated reason: his new school is in Hill Town. “Ravi’s Diary, entry dated 3 June” identifies the supplied card. The year is not supplied; do not invent it. This is primary material for Ravi’s account, but one entry cannot establish a town-wide explanation.
3. Apply a supplied scale
An invented route sketch uses 1 cm to represent 2 m. Its straight marked route measures 3 cm on the page. A learner says the actual route is 3 m. Repair the calculation and state whether the sketch tells us the surface condition.
Answer: The represented distance is 3 × 2 = 6 m. The page measurement and represented distance use different units. No surface information is supplied, so the sketch alone cannot tell us whether the route is smooth or uneven.
4. Negotiate a workable arrangement
Four learners share one device for twenty minutes. Each must use it alone for six minutes. No other device is available under the stated arrangement. Can a different speaking order satisfy every requirement? Propose the next request.
Answer: No. Four times six is twenty-four minutes, so changing the order cannot fit the work into twenty. Ask whether four additional minutes can be allocated or another arrangement authorised. Do not assume permission to shorten each required turn. The calculation identifies an obstacle; discussion must resolve it.
5. Transfer to a new subject brief
Invented arts brief: Prepare one page containing a sketch and three labels naming materials. Bring it on Thursday. A student prepares two pages with a sketch and three labels naming colours. Create a correction checklist independently.
Answer: Use one page; include the sketch; replace or revise the labels so three name materials; bring the page on Thursday. Colours and materials are different categories. Compare this new checklist with the task before checking this answer. A useful independent result meets the new requirements without copying the starter’s numbers or source note.
| Attempt | Likely difficulty | Exact repair |
|---|---|---|
| These equipment are ready. | Countability and agreement | This equipment is ready, or these pieces of equipment are ready. |
| The criteria is clear. | Singular and plural forms | The criterion is clear, or the criteria are clear. |
| A citation gives me permission. | Two concepts confused | A citation identifies my source; I must separately check permission for this use. |
| The repeated answer must be accurate. | Precision confused with accuracy | The readings agree with each other; compare them with the accepted reference. |
Ask the learner to explain the task orally before prescribing more copying. Correct meaning may need a sentence frame; an incorrect interpretation needs a demonstration or simpler example. A locked file needs access support. After a repair, remove the model and ask for one new attempt to see what the learner can now do.
Choose six to ten words needed in current lessons. This is a suggested starting set, not a required pace. Save one dated independent attempt before teaching.
- First session: read a real brief and match each chosen word to an action or example.
- Next session: cover the meanings. Recall them or demonstrate the actions, then check and repair.
- Midweek: use the words in one subject task. Ask for feedback on a specific feature.
- Later: revisit one error without displaying the correction. Explain the repair.
- End of the week: transfer the checking routine to another subject. Compare the two attempts and note any prompts.
If the learner guesses repeatedly, reduce the set or clarify the task. Recognition alone is different from choosing and using a word independently.
A learner can bring a precise question: “I understand the calculation, but which unit belongs on the axis?” A parent can ask the learner to locate the relevant requirement before helping. A teacher can offer a glossary, oral rehearsal or annotated model, then give a fresh task with less prompting.
Record progress in actions: “8 November: found the changed room independently; needed a prompt to check equipment.” Next time, wait before supplying that prompt. Keep oral explanations, actions and written work distinguishable. English expression, spelling and understanding can develop at different rates, so assess the feature you intended to teach.
This Essential Word Pack supports learning across classrooms and subjects. The same-year essay companion develops language for sustained written responses and arguments. Choose that companion when the assignment requires extended writing; use this pack to understand, plan and carry out the underlying task.
Is this an MYP Year 1 examination list?
No. It is an original teaching selection. Use the actual subject instructions and assessment criteria supplied by the school.
Should the same word have one definition in every lesson?
No. Learn the intended sense from the task. Record, scale and revision are useful examples of context changing meaning.
Does asking for help show weak independence?
A precise request can show good self-management. The learner should still understand the problem and make the next appropriate decision.
Can a learner explain first in another language?
That can help reveal understanding. Then practise the English needed for the classroom task, using the school’s language support arrangements.
How do we know the learning has transferred?
Give a different task without the original model. Look for accurate choices and actions, and note any support needed.
Programme details were checked on 8 November 2026 against the primary IB MYP assessment guidance and IB language acquisition overview. Follow current school instructions for particular tasks.
The word selection, definitions, examples, task cards, measurements and model answers are original eduKate teaching material. Invented data do not describe a real school or community. The linked Fencing Method is an eduKate practice routine. This pack is not an official IB publication or assessment instrument.
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
Previous essential pack · Next essential pack
For sustained writing at this stage, continue to the School Year 7 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.