Use these 200 words to connect classroom instructions with subject thinking: reading a plan, measuring a quantity, describing a material, choosing a design and explaining a decision. Every entry gives a contextual meaning and an original example before the worked tasks and practice.
This pack uses School Year 8 as an illustrative match for MYP Year 2, often around ages 12–13. Start with words that help a current task. The selection is an independent eduKate resource, not an official IB vocabulary syllabus or a test every learner must complete.
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: Understanding a task and making a plan · 21–40: Reading plans, maps and dimensions · 41–60: Using numbers and comparisons accurately · 61–80: Observing, measuring and checking a pattern · 81–100: Describing materials and physical changes · 101–120: Connecting systems and the living environment · 121–140: Designing something that meets a need · 141–160: Reading and recording information responsibly · 161–180: Working and talking with others · 181–200: Developing useful study habits
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Understanding a task and making a plan
- brief — A short statement of what a task must achieve. Example: Read the brief before choosing materials for the sign.
- requirement — Something that must be included or satisfied. Example: A clear title is a requirement of this classroom display.
- criterion — A stated basis for judging or choosing something. Example: Readability is one criterion for comparing the two labels.
- constraint — A limit on the choices available in a task. Example: The display board’s size is a constraint on our design.
- condition — A circumstance that affects what can happen or apply. Example: Record the condition that the surface must stay dry.
- objective — A particular result that an activity aims to achieve. Example: Our objective is to explain the route using the supplied plan.
- purpose — The reason something is made, done or used. Example: The map’s purpose is to help visitors locate the room.
- priority — Something given greater importance than competing matters. Example: Meeting the stated route requirement is our first priority.
- option — One possible choice within a decision. Example: Route B is an option shown on the practice map.
- select — Choose something for a particular reason or purpose. Example: Select a symbol that can be explained clearly in the key.
- plan — An organised account of what will be done and how. Example: The plan identifies each step before the group begins work.
- sequence — The order in which actions or events occur. Example: Check the sequence so the labels are added before testing.
- schedule — A plan assigning activities to particular times. Example: Our schedule includes time to correct the first version.
- deadline — The latest agreed time for completing an action. Example: Write the deadline beside the task in your notebook.
- resource — Something available to help complete a task. Example: The current room plan is a resource for our drawing.
- prepare — Make something ready for an activity or purpose. Example: Prepare the recording sheet before starting the observation.
- organise — Arrange things so they are useful or understandable. Example: Organise the notes under the questions they help answer.
- complete — Finish every part that the task requires. Example: Complete the key as well as the coloured map.
- revise — Change work after examining how it can improve. Example: Revise the instruction that confused the first reader.
- check — Examine something to find whether it is correct or complete. Example: Check that each measurement has the appropriate unit.
21–40. Reading plans, maps and dimensions
- map — A representation showing locations and relationships within an area. Example: The map shows both routes between the entrance and classroom.
- diagram — A simplified drawing explaining parts or relationships. Example: The diagram labels the sections that must fit together.
- scale — A relationship between represented size and actual size. Example: The scale states that one centimetre represents four metres.
- key — An explanation of the symbols used in a representation. Example: Read the key before deciding what the dotted line means.
- legend — The part of a display explaining symbols or colours. Example: The legend identifies each route using a different line pattern.
- symbol — A mark used to stand for an idea, object or value. Example: The stair symbol marks a change of level on the plan.
- label — A short description identifying something. Example: Place the label beside the route it describes.
- route — A path taken from one place to another. Example: This route reaches the classroom without using the marked staircase.
- direction — The way in which something points, moves or lies. Example: The arrow indicates the direction from the entrance to the garden.
- position — The place where something is located relative to a reference. Example: Describe the sign’s position using the doorway as a reference.
- coordinate — One value used to specify a position in a reference system. Example: The first coordinate shows the point’s horizontal position here.
- axis — A reference line used to locate or display values. Example: Label the horizontal axis before plotting the observations.
- origin — The point where the coordinates have zero values. Example: The origin is marked where the two zero values meet.
- distance — The length between locations or along a stated path. Example: Calculate the distance along the selected route, not across the building.
- length — The measurement from one end of something to another. Example: Record the length of the strip in centimetres.
- width — The measurement across something from side to side. Example: The box’s width determines whether it fits the shelf.
- perimeter — The total distance around the boundary of a flat shape. Example: Add all four side lengths to find the rectangle’s perimeter.
- area — The amount of two-dimensional surface within a boundary. Example: Express the rectangle’s area in square centimetres.
- volume — The amount of three-dimensional space occupied or enclosed. Example: The container’s volume is given in cubic centimetres in this task.
- unit — An agreed reference used to express a measurement. Example: Write the unit so a length is not mistaken for an area.
41–60. Using numbers and comparisons accurately
- quantity — An amount or measurable property. Example: Identify the quantity before choosing a method to measure it.
- value — The amount assigned to a number, measurement or variable. Example: Check the value against the original note before entering it.
- total — The combined amount of the relevant parts. Example: The total includes all four side lengths of the rectangle.
- difference — The amount by which two specified values differ. Example: The difference between twenty-eight metres and twenty metres is eight metres.
- proportion — A part considered in relation to the whole. Example: The proportion choosing blue is four of the ten supplied responses.
- ratio — A comparison expressing the relative amounts of quantities. Example: The ratio of two red counters to three blue counters is two to three.
- percentage — A proportion expressed as an amount out of one hundred. Example: Four of ten responses gives a percentage of forty.
- fraction — A number or expression written as one quantity divided by another. Example: Write three quarters as a fraction before converting it.
- decimal — A number expressed using place value and a decimal point. Example: The decimal 0.75 represents three quarters in this exercise.
- numerator — The number or expression above a fraction bar. Example: The numerator of three quarters is three.
- denominator — The number or expression below a fraction bar. Example: The denominator of three quarters is four.
- convert — Express the same quantity in a different unit or form. Example: Convert four metres to centimetres before writing the scale ratio.
- calculate — Find a numerical result using appropriate operations. Example: Calculate the route length using the stated scale.
- estimate — Find an approximate amount from available information. Example: Estimate the length first, then compare it with the measurement.
- round — Replace a number with an appropriate nearby simpler value. Example: Round the final result as the task instructs.
- interval — A gap between stated times, positions or values. Example: The timer records a reading at a ten-second interval.
- rate — A quantity expressed per unit of another quantity. Example: The filling rate is stated in litres per minute.
- average — Here, the arithmetic mean: the sum divided by the number of values. Example: The average of two, four and six is four.
- maximum — The greatest value recorded or allowed in the stated context. Example: The brief gives a maximum width of twenty centimetres.
- minimum — The smallest value recorded or allowed in the stated context. Example: The minimum recorded length in this set is eight centimetres.
61–80. Observing, measuring and checking a pattern
- observation — Something noticed and recorded through careful examination. Example: The observation states that the lid was open at noon.
- prediction — An expected outcome stated before the result is known. Example: Write the prediction before looking at the new readings.
- hypothesis — A proposed explanation or relationship that can be tested. Example: Our hypothesis connects the surface material with the cooling time.
- variable — A quantity or feature that can take different values. Example: The variable in this column is the strip’s length.
- constant — A value or condition kept unchanged for the task. Example: Keep the starting length constant when comparing the two models.
- measure — Determine a quantity using an agreed method or instrument. Example: Measure the width from the stated starting edge.
- record — Keep information in a form that can be checked later. Example: Record the unit beside each measurement as you make it.
- sample — The selected cases or observations included in an investigation. Example: Our sample contains the ten responses supplied in the exercise.
- trial — One attempt at a test under specified conditions. Example: Keep the result of each trial before calculating a summary.
- repeat — Carry out an action again. Example: Repeat the measurement using the same start and finish points.
- method — An organised approach to answering a question or completing a task. Example: Choose a method that can collect the information you need.
- procedure — The ordered steps used to carry out an activity. Example: The procedure explains when to begin timing the movement.
- equipment — The items needed for a particular activity. Example: Check the equipment list before entering the classroom workspace.
- instrument — A tool used to measure or obtain information. Example: The measuring instrument should show the unit needed for the task.
- accuracy — Closeness of a measurement to a suitable accepted reference value. Example: Check accuracy against a reference rather than counting decimal places.
- precision — Closeness among repeated measurements under the stated conditions. Example: Closely grouped readings indicate precision under those measuring conditions.
- uncertainty — An estimate describing the spread reasonably associated with a measurement. Example: Discuss measurement uncertainty before treating a tiny difference as meaningful.
- pattern — A repeated or organised feature across observations. Example: Look for a pattern without ignoring the observations that differ.
- trend — A general direction of change across an ordered sequence. Example: Describe the trend across the dates shown on the graph.
- anomaly — An observation noticeably different from the expected pattern. Example: Check the anomaly against the original record before changing it.
81–100. Describing materials and physical changes
- material — The substance or matter from which something is made. Example: Choose a material that fits the stated purpose of the model.
- property — A characteristic that helps describe or identify something. Example: Flexibility is one property we compare in the supplied samples.
- texture — The surface quality that something has. Example: Describe the texture without assuming it proves the material’s identity.
- flexible — Able to bend without breaking under the relevant conditions. Example: The flexible strip bends around the curved edge of the model.
- rigid — Resisting changes of shape under the relevant conditions. Example: The rigid panel keeps its shape during the stated classroom test.
- absorbent — Able to take liquid into its material. Example: The task asks which sample is more absorbent under the same test conditions.
- transparent — Allowing light through so objects can be seen clearly. Example: The transparent cover lets us read the label beneath it.
- opaque — Not allowing light to pass through. Example: The opaque card hides the words on the sheet below it.
- soluble — Able to dissolve in a specified solvent under stated conditions. Example: The task states that this powder is soluble in water.
- mixture — Material containing substances together without forming a single pure substance. Example: The mixture in this illustration contains visible grains of sand and salt.
- solution — In chemistry, a mixture with a uniform composition throughout. Example: Once the sugar has dissolved in enough water, it forms a solution.
- particle — A very small part of matter, such as an atom or molecule. Example: The particle diagram is a model, not a photograph of coloured balls.
- substance — A kind of matter with particular properties and composition. Example: Identify the substance only when the supplied evidence supports the name.
- state — A physical form of matter, such as solid, liquid or gas. Example: The example shows water changing from one state to another.
- temperature — A measure of how hot or cold something is. Example: Record the temperature with its unit before comparing the two readings.
- energy — A physical quantity that can be transferred, including through work or heating. Example: The diagram tracks energy transferred when the object is heated.
- force — A push or pull that can affect motion or shape. Example: A force can change the model’s shape during the demonstration.
- friction — A force opposing relative sliding or its tendency between surfaces. Example: Friction can act between the block and the surface beneath it.
- motion — A change in position relative to a stated reference over time. Example: Describe the ball’s motion relative to the marks on the track.
- gravity — The attraction between objects that have mass. Example: Gravity pulls the dropped ball towards Earth.
101–120. Connecting systems and the living environment
- system — Connected parts considered together as a functioning whole. Example: The diagram represents the school’s water supply as a system.
- component — One part of a larger object or system. Example: The switch is one component of the illustrated device.
- function — The particular job something performs. Example: Explain the handle’s function before proposing a new shape.
- structure — The arrangement of parts within something. Example: The model’s structure supports the platform above the base.
- interaction — A situation in which things affect one another. Example: The diagram shows an interaction between two parts of the system.
- input — Something entering a process or system. Example: Label the water entering the model as an input.
- output — Something produced by or leaving a process or system. Example: Record the output using the same unit on each occasion.
- process — A connected series of actions or changes. Example: Explain the process from collecting information to checking the final display.
- cycle — A sequence of changes or events that returns and repeats. Example: The cycle diagram uses arrows to show the stages’ connection.
- network — A group of connected places, people or other elements. Example: The path network links the buildings shown on the plan.
- habitat — The place where an organism normally lives. Example: Describe the habitat using the features supplied in the case.
- ecosystem — Organisms interacting with one another and their non-living surroundings. Example: The ecosystem diagram includes living things and physical conditions.
- organism — An individual living thing. Example: The illustration labels each organism separately before showing their relationships.
- population — In ecology, organisms of one species living in a particular area. Example: The frog population is considered separately from the other species here.
- community — In ecology, the populations of different species living in an area. Example: The community includes more than the single frog population.
- adaptation — An inherited feature that supports survival or reproduction in an environment. Example: The diagram presents an inherited thick coat as an adaptation to cold conditions.
- environment — The surrounding living and non-living conditions affecting something. Example: Describe the environment before explaining the feature’s possible usefulness.
- sustainability — The ability to continue an activity while maintaining the resources it needs. Example: Consider sustainability when planning how future groups will maintain the display.
- waste — Material or resources discarded or used without a useful result. Example: Measure the paper waste before evaluating the proposed change.
- conservation — Protection and careful management of resources or the natural environment. Example: Our conservation proposal focuses on reducing unnecessary water use.
121–140. Designing something that meets a need
- design — A planned arrangement of features intended to meet a purpose. Example: Explain how the design addresses the problem named in the brief.
- prototype — An early version made to explore or test a design. Example: The cardboard prototype helps us check whether the pieces fit.
- model — A simplified representation used to explore or explain something. Example: The scale model represents dimensions rather than the building’s actual materials.
- specification — A precise description of required features or performance. Example: The specification gives the maximum height and the required label size.
- sketch — A quick drawing used to record or explore an idea. Example: Add dimensions to the sketch before discussing the material needed.
- dimension — A measurement describing an object’s size in a particular direction. Example: The drawing states each dimension clearly instead of relying on appearance.
- assemble — Put separate parts together to make a whole. Example: Assemble the numbered pieces in the order shown by the diagram.
- join — Connect separate things together. Example: Join the two strips where the plan marks the overlap.
- attach — Fasten one thing to another. Example: Attach the label where it remains visible during use.
- support — Hold something up or help it remain in place. Example: The base must support the platform under the stated test conditions.
- stability — The ability to remain balanced or maintain a stated condition. Example: Test the model’s stability on the same level surface each time.
- durability — The ability to remain usable through repeated use or wear. Example: One successful opening does not establish the clasp’s long-term durability.
- usability — How successfully people can use something for its purpose. Example: Observe usability while a learner follows the supplied instruction card.
- accessibility — How well intended users with different needs can reach or use something. Example: Consider accessibility through several relevant features, not one route measurement alone.
- improvement — A change that makes something better for a stated purpose. Example: Explain which requirement the improvement helps the design meet.
- feedback — Information about work or use that can guide a change. Example: The feedback identifies the symbol that two readers misunderstood.
- modification — A change made to part of something. Example: The modification widens the opening while keeping the overall height unchanged.
- iteration — One cycle of developing, checking and revising something. Example: The next iteration includes the corrected labels and a clearer key.
- test — A planned check of a feature, idea or performance. Example: State what the test measures before interpreting its result.
- performance — How well something works under particular conditions. Example: Compare performance against the same criterion for both prototypes.
141–160. Reading and recording information responsibly
- information — Details that help someone understand a situation or answer a question. Example: Separate the information supplied from the details still missing.
- source — The person, document or place from which information comes. Example: Name the source beside the note you take from it.
- author — The person or organisation responsible for creating a text. Example: Check the author before deciding what relevant expertise the source offers.
- title — The name given to a work or section. Example: Record the title accurately so the source can be located.
- date — The stated time of an event or publication. Example: Check the date before applying the notice to a current task.
- edition — A particular published version of a work. Example: The page number may change when a different edition is used.
- reference — Details that help a reader locate a source. Example: Keep a reference for the diagram you adapt in the report.
- citation — An acknowledgement connecting borrowed information to its source. Example: Place the citation beside the borrowed idea in your explanation.
- quotation — Source wording reproduced exactly and identified as borrowed. Example: Check the quotation against the original before using it.
- paraphrase — Restate a source’s meaning in new wording and structure. Example: Paraphrase the source carefully so the original condition remains clear.
- summary — A shorter account of the main relevant points. Example: The summary should retain the instruction that limits the conclusion.
- fact — Something established as true in the relevant context. Example: The fact supplied in the brief is that Route B has no steps.
- opinion — A view or judgement that someone holds. Example: Identify the opinion and ask what reasons support it.
- claim — A statement presented as true or worthy of acceptance. Example: Check whether the claim is supported by the information supplied.
- evidence — Information used to support or challenge a particular claim. Example: Select evidence that answers the actual question in the brief.
- verify — Check a detail against an appropriate source or record. Example: Verify the route label against the current classroom plan.
- relevant — Directly connected with the matter being considered. Example: Keep only relevant details in the short instruction card.
- current — Up to date for the purpose in question. Example: Use the current room plan when the older layout has changed.
- authentic — Genuine and from the origin claimed for it. Example: Check whether the document is authentic before treating it as an official notice.
- permission — Agreement from someone authorised to allow an action or use. Example: Ask permission before sharing a classmate’s identifiable photograph.
161–180. Working and talking with others
- role — An agreed responsibility within a shared activity. Example: Each role should have a task that the group can describe.
- responsibility — A duty to carry out an agreed action carefully. Example: My responsibility is to check the units before the display is printed.
- contribution — Something offered to help a shared activity. Example: A correction to the map can be a useful contribution.
- cooperation — Working together towards a shared purpose. Example: Cooperation includes handing over the equipment when another group needs it.
- discussion — An exchange of ideas or information about a matter. Example: Keep the discussion focused on the requirement being considered.
- agreement — A shared decision or understanding accepted by the people involved. Example: Record the agreement so everyone knows the next action.
- disagreement — A difference in view, interpretation or preferred choice. Example: Our disagreement concerns the route criterion, so we reread the brief.
- consensus — General agreement reached through a group’s process. Example: Check what consensus the group reached before writing the meeting record.
- compromise — An arrangement in which differing sides adjust some demands. Example: The compromise gives each group a separate time to use the equipment.
- clarify — Make an uncertain meaning or instruction easier to understand. Example: Clarify whether the distance follows the route or crosses the plan directly.
- request — Ask for something needed or wanted. Example: Request the missing scale before calculating the actual distance.
- explain — Make a reason, process or relationship understandable. Example: Explain how the scale connects the drawing with the stated route length.
- demonstrate — Show clearly how something works or is carried out. Example: Demonstrate the measurement using the same start point as the instructions.
- listen — Attend carefully to what someone says. Example: Listen to the full explanation before responding to its conclusion.
- respond — Give a relevant answer or action after a message or event. Example: Respond to the actual question rather than introducing a different problem.
- acknowledge — Recognise a contribution, fact or concern openly. Example: Acknowledge the correction and check which label needs changing.
- respectful — Showing appropriate consideration for another person. Example: A respectful reply challenges the idea without insulting the speaker.
- supportive — Providing useful help or encouragement. Example: A supportive partner asks a question instead of supplying every answer.
- independent — Completed through one’s own thinking within the permitted support. Example: Keep an independent attempt so later feedback can be compared with it.
- accountable — Responsible for explaining decisions or completing agreed duties. Example: Each member is accountable for the task they accepted.
181–200. Developing useful study habits
- attention — The focus of mental effort on something. Example: Direct attention to the units before comparing the two figures.
- focus — The particular matter receiving concentrated attention. Example: Keep the focus on the question the data can answer.
- practise — Use a skill deliberately to improve how you perform it. Example: Practise explaining the scale with the model answer covered.
- recall — Bring previously learned information back to mind. Example: Recall the meaning before opening the glossary again.
- retrieve — Find and bring back information from memory or a record. Example: Retrieve the original note before correcting the copied number.
- review — Examine work again for a particular purpose. Example: Review the first attempt to locate the actual misunderstanding.
- revision — Returning to work or learning to improve its quality or understanding. Example: Revision should address the error identified in the feedback.
- reflection — Careful thought about experience and what it shows. Example: The reflection explains why the group changed its first choice.
- correction — A change that repairs an identified error. Example: Record the correction with a short explanation of what was wrong.
- strategy — A planned approach to completing a task or solving a problem. Example: Choose a strategy that fits the type of difficulty you found.
- routine — An established sequence of actions used regularly. Example: Our checking routine begins with the task and ends with the units.
- habit — A repeated behaviour that becomes usual. Example: Reading the key before interpreting a map can become a useful habit.
- persistence — Continuing purposeful effort through difficulty. Example: Persistence includes trying another method after asking for guidance.
- flexibility — The ability to adjust an approach when conditions change. Example: Show flexibility when the original material is no longer available.
- confidence — A person’s sense of certainty or ability. Example: Confidence should be checked against what the actual response shows.
- progress — Movement towards an intended result or stronger understanding. Example: A new accurate explanation can show progress after the earlier correction.
- goal — A result that someone aims to achieve. Example: Set a goal that names the skill you want to use independently.
- challenge — A task or difficulty that requires effort and thought. Example: Choose a challenge that adds one useful demand to current learning.
- transfer — Apply learning appropriately in a new situation. Example: Transfer the scale calculation to a different map with different units.
- readiness — Being sufficiently prepared for a particular next task. Example: Check readiness by completing a fresh task without the worked model.
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 classroom tasks using the programme’s subject objectives and criteria. The IB assessment overview explains this approach. Vocabulary helps a learner understand the action required, describe a method and communicate subject knowledge. This pack is an original teaching selection, not a mandatory IB list or a universal School Year 8 vocabulary exam.
At the end of MYP Year 5, subject eAssessment is optional, while the personal project is mandatory and externally moderated. Schools whose MYP ends in Year 3 or 4 use the community project. These arrangements are explained in the IB projects guidance; they are not all requirements for a learner currently in MYP Year 2.
The IB language-acquisition guidance also distinguishes six phases that do not correspond directly to ages or MYP years. Choose support according to the learner’s actual language experience and current tasks. A student can understand a concept in another language while still learning the English expression needed to explain it.
Start here: which card is ready?
This invented classroom brief asks for a direction card no more than twenty centimetres wide, with a heading and a route arrow. Card A is eighteen centimetres wide and has a heading, but no arrow. Card B is twenty-two centimetres wide and has both a heading and an arrow. Decide whether either card already meets the whole brief. Then select a useful next version and describe one change to make. Use brief, requirement, dimension, select and check in three or four sentences. Do not assume that a missing feature has already been added. A partner can read the prompt aloud, but should let you make the decision. Before looking at the answer, point to the information supporting each sentence. If a word blocks you, give its meaning in plain language and mark it for a later check.
Check the reasoning and choose the next step
Neither card currently meets every requirement. A fits the width limit but lacks an arrow; B has both features but exceeds the width limit. A reasonable next version is A with a route arrow added, followed by a check of all requirements. Revising B to a permitted width while retaining its features is another possible approach.
If you checked only the dimension, make a short list of the three requirements. If the meanings were unclear, explain each one using the cards. If your decision was sound but your wording was awkward, practise “meet a requirement” and “check the dimension”. Finish with a new brief and no visible model.
Useful partners include meet a requirement, follow a procedure, record an observation, calculate a ratio and respond to a request. Learn the short phrase alongside the definition. Equipment and information are usually uncountable in these meanings: write “two items of equipment” or “two pieces of information”. One criterion becomes several criteria.
Several bank words have different subject senses. A function can be a component’s job; in mathematics, a function assigns one output to each allowed input. A solution can mean an answer, but the chemistry entry here describes a mixture with uniform composition. OpenStax’s classification of matter explains that distinction.
In ecology, a population concerns one species in an area, while a community includes different species’ populations. These are the senses used in this bank, consistent with the OpenStax biology overview. A community in a social discussion may mean a group of people instead. State the context before selecting the meaning.
Precision and accuracy also differ. Repeated readings can agree closely while remaining displaced from a suitable reference. The NIST terminology guidance explains why the terms should not be used interchangeably. Measurement uncertainty is not a promise that the true value lies inside a perfectly known boundary.
The eduKate Fencing Method is a practice routine: make a correct core statement, add one useful layer, check meaning and support, repair, then use the idea in a new context. It is not an official IB answer formula.
Start with “Card A is incomplete.” Add the relevant reason: “Card A is incomplete because the brief requires a route arrow and none is present.” Add a next action only when it follows from the task: “Add the arrow, then check the width and heading again.” Each addition helps someone understand or act.
Now inspect “Card A meets the brief because it is eighteen centimetres wide.” The width fact is correct, but the conclusion ignores another requirement. Repair the reasoning before polishing the style: “Card A meets the width limit but still needs an arrow.” A sophisticated synonym cannot repair the missing check.
For independent transfer, use an equipment list or a science method with several required parts. Identify what is complete and what remains. The useful layer may be a condition, unit, reason or specific action. Keep the explanation short when extra words do not add a supported relationship.
Invented learning case. A plan shows two routes between the same entrance and classroom. Its scale says one centimetre represents four metres. The classroom brief asks for a route with no steps. The table gives all route details supplied for this exercise; it is not a map of a real school.
| Route | Length on the plan | Description supplied |
|---|---|---|
| A | 5 cm | Includes a staircase. |
| B | 7 cm | Has no steps. |
Task: Select the route that meets the stated requirement, calculate both represented lengths and explain the trade-off in ordinary language.
Route B meets the no-steps requirement in the supplied plan. Its represented length is 7 × 4 = 28 metres. Route A represents 5 × 4 = 20 metres but includes a staircase. B is eight metres longer and fits the stated requirement, so it is the appropriate choice for this brief.
The response distinguishes a priority from a convenient feature. A shorter route is not automatically the appropriate route when the task specifies another condition. The calculation also keeps centimetres on the plan separate from metres represented by the plan.
To express this as a scale ratio, use the same unit on both sides. Four metres equals 400 centimetres, so one centimetre to four metres is 1:400, not 1:4. A ratio written without compatible units can produce a very different interpretation.
The supplied exercise supports a choice within its stated descriptions. It does not establish every feature relevant to real-world accessibility, such as width or surface condition. Before using a real plan to guide visitors, its current details would need checking. That is a useful next information task; it is not a reason to avoid answering the well-defined classroom question.
1. Convert the scale correctly
A different invented plan uses a scale of 1:200. A route measures three centimetres on it. Find the represented distance in metres.
Answer: 3 × 200 = 600 centimetres, which is 6 metres. The ratio uses the same unit on both sides before conversion. Writing 600 metres would change the scale.
2. Choose the chemistry meaning
The task describes Mixture A as sugar completely dissolved in enough water, with uniform composition. Mixture B contains sand grains visibly separate from water. Which fits the chemistry meaning of solution used here?
Answer: A fits the supplied description of a solution. B is a mixture with distinct parts. A solution is still a mixture; its uniform composition does not make it a single pure substance.
3. Read a dated update with the older plan
Two fictional source cards are supplied. A 2024 plan shows Route A open. A staff notice says Route A is closed from 7 to 9 November 2026 inclusive. The practice task concerns 8 November 2026. What information applies?
Answer: The closure notice covers the task date, so the older drawing should not be used to claim that Route A is open then. The update changes that part of the plan for the stated period. It does not establish that the route will remain closed forever.
4. Give a reasoned reply
Using the worked map task, a partner recommends A because it is shorter. Reply respectfully while preserving the brief’s no-steps requirement.
Answer: “A is shorter in the supplied plan, but it includes a staircase. Our requirement is a route with no steps, so B fits this brief.” The reply acknowledges the correct comparison and explains which condition decides the choice.
5. Transfer to a system diagram
An invented tank model starts with ten litres of water. During one step, five litres enter and three litres leave. The model assumes no other changes. Identify the input, output and final quantity.
Answer: The input is five litres and the output is three litres. The final quantity is 10 + 5 − 3 = 12 litres. Use the stated quantities and assumption; do not invent another leak or inflow.
Independent transfer: Choose a current classroom task with a different diagram or brief. Use four relevant bank words to explain a decision, then say which supplied details support it. Ask a partner to check the explanation without rewriting it for you.
| First attempt | Repair | Reason |
|---|---|---|
| “A meets one requirement, so it is ready.” | “A still needs the arrow required by the brief.” | Check all required parts, not only the easiest one. |
| “One centimetre to four metres is 1:4.” | “The ratio is 1:400 after converting metres to centimetres.” | A scale ratio needs matching units. |
| “We need three equipments.” | “We need three items of equipment.” | Equipment is normally uncountable in this use. |
| “The readings agree, so they must be accurate.” | “Their agreement concerns precision; accuracy needs an appropriate reference.” | The two measurement concepts answer different questions. |
| “The word solution always means an answer.” | “Choose the meaning that fits the subject and sentence.” | The chemistry sense differs from the everyday problem-solving sense. |
If the idea is unclear, return to objects, a simple drawing or a familiar-language explanation. If the meaning is secure but a required step is missing, reread the brief. If the reasoning is sound but the sentence is awkward, practise one word pattern. Finally, close the model and check the same distinction in a different task.
This suggested routine can be shortened or extended. Select a small useful set from current lessons rather than working through every entry in order. The number of words should leave time to explain meanings and repair errors.
- First session: Complete the starting task and choose four to six words connected with the difficulty you found.
- Second session: Cover the meanings and recall them. Check the list afterwards and correct one incomplete explanation.
- Third session: Use two words in a diagram label, method note or short discussion. Check the surrounding grammar.
- Fourth session: Complete one practice task and explain the answer aloud before reading the model.
- Final session: Try a new context without the notes. Keep the first attempt, feedback and later correction together.
Revisit a useful distinction in the following week, especially if it changes across subjects. For example, compare the function of a component with the mathematical meaning of function. The routine creates opportunities for retrieval and transfer; it does not guarantee mastery after a fixed number of repetitions.
For learners: keep a dated example of a word used independently. Include the task, your sentence and the reason for choosing the word. “I used constraint to explain the width limit” shows more than a tick beside the definition.
For families: ask the learner to explain a diagram or instruction before helping with wording. Point to the relevant detail or offer a choice of meanings if needed. Then remove the prompt and try a different example. Spoken explanations can reveal understanding that handwriting or unfamiliar English phrasing temporarily hides.
For teachers: select words that serve the unit’s learning purpose. Science may need observation and variable; design may need criterion and prototype; geography may need scale and route. Keep the subject’s precise definition and current task expectations visible. A learner’s later independent use provides better evidence of transfer than copying the corrected sentence immediately.
This essential pack develops language for practical inquiry and study across subjects. Its same-year essay companion supports more sustained written interpretation and argument. Use the resource that matches the present task, and connect them when a learner is ready to turn a clear explanation into a longer response.
Is this an official MYP Year 2 vocabulary requirement?
No. It is an original eduKate selection. The school’s subject programme, language placement and current tasks determine what the learner needs to demonstrate.
Why include familiar words such as check and record?
A familiar word can still name an action that a learner overlooks. Using it accurately in a method, source note or task response makes the knowledge useful.
Can one word have two correct meanings?
Yes. Context decides which meaning fits. A map key, a door key and a keyboard key share a spelling but do different jobs. Learn the relevant phrase as well as the word.
Should every response contain a limitation?
State a relevant boundary when it affects the conclusion. A straightforward calculation still needs a clear answer. Add useful conditions rather than an unrelated warning.
How do we know when to move to harder words?
Look for accurate use in fresh tasks with less prompting. If a learner can explain the choice, use the normal grammar and adapt it to another subject, introduce a new demand while revisiting useful earlier words.
Checked 8 November 2026. IB programme statements use the official assessment, projects and language-acquisition pages linked above. The IB programme overview gives the broader age ranges; the school-year labels in this series are illustrative.
Technical meanings were checked against the linked OpenStax chemistry and biology sections, OpenStax’s explanation of force, and NIST measurement terminology. The entries give accessible contextual meanings, not every specialised use a word can have.
The selection, examples, diagrams described in words, numerical cases and answer explanations are original eduKate teaching material. The cases are invented for practice. The Age 12 vocabulary reference supplies the list-first approach, and the linked Fencing Method supplies the named practice routine. This resource is independently produced and is not an IB publication.
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 8 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.