This School Year 10 Essential Word Pack develops the language for sustained MYP work: understanding instructions, handling quantities, investigating patterns, comparing designs, and managing a demanding week. Its 200 entries support learning across subjects as well as clear everyday academic communication.
The suggested placement is MYP Year 4, commonly around ages 14–15 in a thirteen-year school sequence. Schools organise year names and language pathways differently. Use the pack at the level that fits the learner, and use the school’s current task instructions to decide what a successful response requires.
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: Directing a sustained task · 21–40: Working with instructions and concepts · 41–60: Using quantities and comparisons · 61–80: Investigating patterns responsibly · 81–100: Checking and recording sources · 101–120: Designing and improving solutions · 121–140: Understanding systems and society · 141–160: Making practical and financial decisions · 161–180: Communicating and collaborating clearly · 181–200: Studying independently across subjects
Assessment requirements · Fencing Method · Practice and answers · Start here: a short check
1–20. Directing a sustained task
- allocate — Give a resource or amount to a particular purpose. Example: We allocate ten minutes to checking the graph labels.
- prioritise — Decide which needs or tasks should come first. Example: Prioritise the safety check before decorating the model bridge.
- organise — Arrange activities or materials for an identified purpose. Example: Organise the interviews around the available rooms and participants.
- delegate — Give a specific responsibility to another person. Example: Delegate the photograph log to someone who understands consent.
- implement — Put a plan or decision into practical action. Example: Implement the revised timetable during the next practice week.
- monitor — Check something regularly while it develops or operates. Example: Monitor the seedling height at the same time daily.
- adjust — Make a change to improve fit or operation. Example: Adjust the stand until the screen can be read.
- resolve — Find a workable answer to a difficulty or disagreement. Example: We resolve the disagreement by testing both handle designs.
- negotiate — Discuss differences to reach an acceptable agreement. Example: Negotiate a deadline that allows time for shared equipment.
- commitment — A responsibility or promise that requires continued action. Example: Our commitment includes returning the borrowed microphone on Friday.
- milestone — A significant point used to review a project's progress. Example: A working first model is our next project milestone.
- deadline — The latest agreed time for completing something. Example: Record the submission deadline beside each subject task.
- workload — The amount of work a person must manage. Example: Three presentations increased my workload during the same week.
- capacity — The amount a person or system can handle. Example: The workshop has capacity for eight learners at once.
- contingency — A possible future event or problem for which preparation may be needed. Example: A power cut is a contingency; our contingency plan uses paper maps if devices lose power.
- dependency — A condition in which one task needs another first. Example: Printing has a dependency on the final approved file.
- feasibility — How practical a proposed action is under its conditions. Example: Check feasibility before proposing interviews in four distant locations.
- scope — The boundaries of what a task will cover. Example: Our scope includes school routes but excludes public transport.
- resource — Something available to support a task or need. Example: A reliable dictionary is a resource for checking meanings.
- constraint — A condition that limits the choices available. Example: The small storage cupboard is a constraint on size.
21–40. Working with instructions and concepts
- interpret — Explain meaning using the information and context available. Example: Interpret the map key before comparing the coloured areas.
- determine — Establish an answer using relevant information or methods. Example: Determine the missing angle from the two given angles.
- formulate — Develop and express something in a clear form. Example: Formulate a question that the available measurements can answer.
- distinguish — Recognise and explain a relevant difference between things. Example: Distinguish the measured result from your prediction about tomorrow.
- classify — Arrange items into groups using shared characteristics. Example: Classify the rocks using the properties recorded in class.
- relate — Explain a connection between two or more things. Example: Relate the character's decision to the circumstances described.
- apply — Use knowledge or a method in a particular situation. Example: Apply the same conversion rule to each recorded length.
- construct — Build or produce something using an organised method. Example: Construct a table that keeps units beside the headings.
- calculate — Find a numerical answer using mathematical operations. Example: Calculate the material cost before choosing the final design.
- estimate — Find an approximate value using available information. Example: Estimate the number of tiles before making an exact count.
- verify — Check whether something is accurate or meets a requirement. Example: Verify the quotation against the original interview transcript.
- justify — Support a decision or answer with relevant reasons. Example: Justify the material choice using cost and test results.
- evaluate — Judge quality or value using relevant evidence and criteria. Example: Evaluate the prototype against the agreed storage requirements.
- assess — Make a reasoned judgement about a condition or quality. Example: Assess the route's accessibility using the supplied checklist.
- criterion — A standard used when judging or selecting something. Example: Water resistance is one criterion for choosing the cover.
- category — A group formed according to a shared feature. Example: Place each response in the category that fits its meaning.
- principle — A general idea or rule guiding understanding or action. Example: Explain the principle behind keeping other test conditions constant.
- concept — A general idea used to understand particular examples. Example: The concept of interdependence connects several topics in geography.
- process — A sequence of actions or changes producing an outcome. Example: Describe the process from collecting responses to checking totals.
- procedure — An agreed or specified way of carrying out something. Example: Follow the procedure for handling the microscope safely.
41–60. Using quantities and comparisons
- quantity — An amount or measurable property of something. Example: Write the quantity being measured above the results column.
- unit — A defined amount used as a measurement reference. Example: Use the same unit when comparing the two distances.
- ratio — A comparison showing the relative sizes of quantities. Example: The ratio of red counters to blue counters is two to three.
- proportion — A part considered in relation to the whole. Example: Find the proportion of surveyed pupils choosing the morning slot.
- percentage — A proportion expressed as an amount per hundred. Example: Express twelve out of forty as a percentage.
- percentage point — A unit for the arithmetic difference between percentages. Example: Moving from forty percent to fifty percent adds ten percentage points.
- rate — An amount measured in relation to another quantity. Example: Compare the printing rate in pages per minute.
- frequency — The number of times a value or event occurs. Example: Record the frequency of each answer in the survey.
- interval — A distance or gap between values, events, or times. Example: Measure at a ten-second interval throughout the trial.
- scale — A system linking represented values to actual quantities. Example: Check the scale before reading distances from the plan.
- axis — A reference line used to locate or display values. Example: Label the vertical axis with temperature and its unit.
- origin — The point at which coordinate axes have zero values. Example: Mark the origin before plotting the first coordinate pair.
- coordinate — A value specifying position within a chosen reference system. Example: The first coordinate gives the point's horizontal position.
- gradient — For a straight line, the vertical change divided by the corresponding horizontal change. Example: Find the gradient of the straight distance-time graph, including its units.
- intercept — A point or value where a graph crosses an axis. Example: Identify the vertical intercept from the displayed straight line.
- variable — A quantity or characteristic that can take different values. Example: Travel time is the variable recorded for each route.
- constant — A value or condition kept unchanged in a situation. Example: Keep the lamp distance constant during the comparison.
- conversion — Changing a quantity's expression into an equivalent form. Example: Check the conversion from centimetres to metres before calculating.
- precision — Closeness among repeated measurements under specified conditions. Example: The closely grouped readings show precision in this trial.
- accuracy — Closeness of a measurement to an accepted reference value. Example: Check the balance's accuracy using a known reference mass.
61–80. Investigating patterns responsibly
- hypothesis — A testable proposed explanation or prediction. Example: Our hypothesis predicts slower cooling inside the insulated container.
- prediction — A statement about an expected outcome or future observation. Example: Write the prediction before opening the results file.
- observation — Something noticed or recorded through an appropriate method. Example: The colour change is an observation from the demonstration.
- measurement — Finding a quantity's value by comparison with a unit. Example: Repeat the measurement after checking the ruler's starting position.
- trial — One attempt or run of a planned test. Example: Use a clean container for each new trial.
- sample — A selected part of a wider group or material. Example: Our sample includes only responses from the lunchtime club.
- population — The complete group about which an investigation asks. Example: The population of interest is everyone using this school entrance.
- representative — Reflecting relevant characteristics of the wider group considered. Example: An online-only sample may not be representative of all residents.
- random — Selected or occurring through a stated chance process. Example: Use a random draw to choose from the numbered cards.
- systematic — Carried out according to an organised and consistent method. Example: A systematic check found three missing dates in the log.
- replicate — Repeat a study or test using a stated method. Example: Another group will replicate the test using our written instructions.
- variation — Differences among values, cases, or observations. Example: Describe the variation between readings before reporting the average.
- anomaly — A result that differs noticeably from an expected pattern. Example: Investigate the anomaly before deciding whether to exclude it.
- correlation — A statistical relationship between changes in two variables. Example: The plotted correlation does not establish which factor caused change.
- causation — A relationship in which one factor produces an effect. Example: The survey alone cannot establish causation between these habits.
- confounder — A factor related to both the comparison or exposure being studied and the outcome, which can distort the apparent relationship. Example: Starting temperature is a possible confounder if one cover group systematically starts hotter and temperature also affects cooling.
- validity — In measurement, how well a method measures the feature or skill it is intended to measure. Example: Discuss validity by asking whether the task measures the intended skill.
- reliability — Consistency of results when a method is repeated appropriately. Example: Repeated trials help us examine the method's reliability.
- uncertainty — An estimate describing the spread of values reasonably attributable to a measurement. Example: Report measurement uncertainty instead of presenting every digit as exact.
- limitation — A restriction affecting a method, result, or conclusion. Example: The single test location is a limitation of our study.
81–100. Checking and recording sources
- provenance — Information about where something came from and its history. Example: Record the photograph's provenance before using it as evidence.
- authorship — Responsibility for creating a particular work or contribution. Example: Credit the diagram's authorship separately from the page editor.
- publication — The act or product of making material available publicly. Example: Check the publication date before using the transport timetable.
- expertise — Relevant knowledge or skill developed in a field. Example: The author's expertise concerns plants rather than electrical circuits.
- authority — Recognised responsibility or relevant standing in a particular context. Example: The official timetable has authority for the published departure times.
- corroborate — Support an account using additional relevant evidence. Example: A second attendance record may corroborate the reported total.
- triangulate — Examine a question using several methods or sources. Example: Triangulate the route findings using maps, observations, and user comments.
- quotation — Words reproduced exactly from an identified source. Example: Keep the quotation accurate even when its wording seems unusual.
- paraphrase — Restate another source's meaning using your own wording. Example: Paraphrase the explanation while preserving its qualification about small samples.
- summarise — Present the main points in a shorter form. Example: Summarise the report without turning possibilities into established facts.
- citation — A reference connecting borrowed material to its source. Example: Place a citation beside the borrowed definition in your notes.
- bibliography — An organised list of sources for a piece of work. Example: Check that each bibliography entry contains the required details.
- plagiarism — Presenting another person's work or ideas as your own. Example: Copying an explanation without acknowledgement can constitute plagiarism.
- attribution — Identification of the creator or source of material. Example: Add attribution beneath the adapted illustration in your presentation.
- permission — Authorisation to carry out a particular action or use. Example: Ask permission before publishing an identifiable classmate's photograph.
- consent — An informed and voluntary agreement to a stated action. Example: Participants give consent after reading the interview information sheet.
- confidentiality — The duty to protect information entrusted for a purpose. Example: Respect confidentiality when storing the participants' contact details.
- anonymise — Remove identifying information so individuals cannot reasonably be identified. Example: Anonymise the shared responses by removing identifying details.
- archive — A collection kept for reference or future use. Example: Store the dated drafts in a clearly labelled project archive.
- metadata — Information describing a file, record, or other data. Example: The image metadata includes its creation date and dimensions.
101–120. Designing and improving solutions
- brief — A statement of what a task or design must address. Example: Read the brief before proposing extra features for the app.
- requirement — Something a task or product must satisfy. Example: The requirement specifies a readable sign at the doorway.
- specification — A precise description of required features or performance. Example: The specification sets the folder's maximum width at twenty centimetres.
- prototype — An early version made to explore or test a design. Example: Our cardboard prototype reveals whether the compartments fit together.
- iteration — One cycle of development, testing, and revision. Example: The second iteration uses a wider opening for the handle.
- function — The job something is intended to perform. Example: The cover's function is to protect the paper inside.
- feature — A distinct part or characteristic of something. Example: A contrasting label is one feature of the revised box.
- interface — The point through which people or systems interact. Example: Test whether the screen interface makes the next step clear.
- usability — How effectively users can use something for its purpose. Example: Observe usability while a learner follows the printed instructions.
- accessibility — How well people with different needs can access something. Example: Check accessibility by considering contrast, reach, and alternative formats.
- ergonomics — Designing things to fit people's physical and practical needs. Example: Ergonomics matters when deciding the handle's shape and position.
- durability — The ability to remain usable through wear or use. Example: Test durability by opening the clasp repeatedly under stated conditions.
- efficiency — Useful output considered in relation to resources used. Example: Compare efficiency using completed pages and the time taken.
- trade-off — A choice involving gains in one area and losses elsewhere. Example: The heavier cover creates a trade-off between durability and portability.
- optimise — Improve something for specified aims within stated constraints. Example: Optimise the layout for readability within the fixed page size.
- refine — Improve details while keeping the main purpose. Example: Refine the labels after checking where readers became confused.
- assemble — Put separate parts together to form a whole. Example: Assemble the model using the numbered parts in order.
- modify — Change something for a particular reason or purpose. Example: Modify the base so the container stays upright.
- feedback — Information about performance or experience that can guide improvement. Example: The feedback identifies a confusing instruction on the second page.
- benchmark — A reference point used for comparison or judgement. Example: Use the original completion time as a benchmark for comparison.
121–140. Understanding systems and society
- system — Connected parts that interact within an identified whole. Example: Draw the school recycling system with its main collection points.
- component — One part of a larger object or system. Example: The sensor is one component of the measuring device.
- interaction — A process in which things affect one another. Example: Explain the interaction between rainfall and the river channel.
- interdependence — A situation in which things depend on each other. Example: The model shows interdependence between producers and consumers.
- network — A set of connected people, places, or other elements. Example: Trace the network of paths linking the school buildings.
- infrastructure — Basic facilities and systems supporting an activity or community. Example: The case study lists roads as part of local infrastructure.
- stakeholder — Someone affected by or involved in a decision. Example: Include the cleaning team as a stakeholder in the bin design.
- access — The ability or opportunity to reach or use something. Example: Compare access to the library during the two opening schedules.
- equity — Fairness that considers different needs and circumstances. Example: Discuss equity when allocating support to learners with different needs.
- equality — The condition of having the same specified status or amount. Example: Equality of time means each speaker receives three minutes.
- incentive — Something that encourages a particular action. Example: A deposit can provide an incentive to return borrowed equipment.
- consequence — A result that follows an action or condition. Example: Extra storage space is one consequence of removing the partition.
- policy — An agreed approach or rule guiding decisions and action. Example: Read the school policy before collecting personal information.
- regulation — A formal rule made by an authorised body. Example: Identify the regulation quoted in the supplied safety document.
- governance — The arrangements through which decisions are made and overseen. Example: Explain governance by identifying who approves the club's spending.
- participation — Taking part in an activity or decision. Example: Record participation without assuming that silence means agreement.
- representation — The way something or someone is presented or included. Example: Check whether the chart's representation matches the underlying numbers.
- sustainability — Maintaining an activity while considering lasting environmental and social needs. Example: Discuss sustainability using the materials and disposal options in the brief.
- consumption — The use of resources, goods, or services. Example: Compare paper consumption before and after changing the printing settings.
- distribution — How something is spread or allocated across a group. Example: Describe the distribution of responses across the five categories.
141–160. Making practical and financial decisions
- budget — A plan setting out expected income and spending. Example: The class budget allows sixty dollars for all materials.
- expenditure — Money spent on a particular activity or purpose. Example: Record expenditure when the team buys the display boards.
- revenue — Money received from selling goods or services. Example: At one fixed ticket price, ticket revenue equals the number sold multiplied by that price.
- profit — Revenue remaining after the relevant costs are deducted. Example: Calculate profit only after including all costs given in the task.
- cost — The resources or money required for something. Example: The total cost includes both materials and delivery.
- benefit — A useful or favourable result of an action. Example: Easier storage is one benefit of the folding design.
- surplus — An amount remaining beyond what is required or spent. Example: The account shows a surplus after the listed expenses are paid.
- deficit — An amount by which spending or need exceeds availability. Example: A deficit occurs when the planned spending exceeds the available funds.
- forecast — An estimate of a future result based on stated information. Example: Our forecast uses last week's demand as a stated assumption.
- affordability — Whether a cost can be met within available resources. Example: Check affordability before recommending the more expensive equipment.
- procurement — The process of obtaining goods or services. Example: Allow time for procurement before setting the assembly date.
- inventory — An organised record of items held or available. Example: Update the inventory after lending out the scissors.
- stock — The supply of goods or materials currently available. Example: Check the stock of card before placing another order.
- demand — The amount wanted at specified conditions, such as price. Example: Compare demand at the two prices shown in the exercise.
- supply — The amount available under specified conditions. Example: The supplier's sheet lists the weekly supply of replacement parts.
- shortage — A situation in which available supply does not meet need. Example: A shortage of clips delayed the final assembly session.
- allocation — The distribution of available resources among purposes or people. Example: Explain the allocation of table space to each display group.
- value — Worth judged according to a stated purpose or standard. Example: Assess value using usefulness as well as the purchase price.
- risk — A possible adverse outcome considered with its likelihood and impact. Example: Record the risk of rain affecting the outdoor display.
- mitigation — Action intended to reduce a risk or its effects. Example: A covered display area provides mitigation against light rain.
161–180. Communicating and collaborating clearly
- agenda — A list of matters to address during a meeting. Example: Circulate the agenda before the group chooses its materials.
- minutes — A written record of meeting decisions and actions. Example: The minutes identify who will check the supplier's quotation.
- proposal — A suggested plan presented for consideration. Example: Support the proposal with the quantities listed in the brief.
- recommendation — Advice about a suitable action, supported by reasons. Example: Give a recommendation that respects the stated spending limit.
- rationale — The reasons explaining a choice or approach. Example: Explain the rationale for testing the labels with users.
- clarification — An explanation that makes an unclear point easier to understand. Example: Ask for clarification about whether the limit includes delivery.
- qualification — Wording that states the conditions or limits of a claim. Example: Add a qualification because the test involved only three users.
- concession — Acknowledgement of a relevant strength in another position. Example: Make a concession about the cheaper option's lower cost.
- consensus — General agreement reached within a group. Example: Record consensus only after checking that members support the decision.
- dissent — Expressed disagreement with a decision or position. Example: The meeting record includes one member's reasoned dissent.
- compromise — An agreement in which each side adjusts some demands. Example: A compromise gives each team access on alternate afternoons.
- collaboration — Working together towards a shared purpose. Example: Effective collaboration requires clear responsibilities and respectful discussion.
- accountability — Responsibility for explaining actions and meeting agreed duties. Example: Our log supports accountability by recording completed and unfinished tasks.
- contribution — Something a person provides towards a shared effort. Example: Identify each person's contribution to the final group presentation.
- assertion — A statement presented as true that needs appropriate support. Example: Check whether the assertion is supported by the supplied evidence.
- perspective — A way of viewing something shaped by position or experience. Example: Consider the caretaker's perspective when discussing the storage plan.
- register — A style of language suited to a particular situation. Example: Use an appropriate register in the email to the supplier.
- tone — The attitude conveyed through language or delivery. Example: A respectful tone helps the group discuss conflicting priorities.
- coherence — The quality of ideas fitting together in an understandable whole. Example: Improve coherence by explaining how the recommendation follows the findings.
- concision — Expressing what is needed without unnecessary words. Example: Concision helps the meeting notes remain easy to use.
181–200. Studying independently across subjects
- retrieval — Bringing previously learned information to mind. Example: Attempt retrieval before opening the vocabulary notes again.
- revision — Returning to learning to strengthen or improve understanding. Example: Use revision to connect the formula with a worked example.
- practice — Repeated purposeful activity used to develop a skill. Example: Choose practice that addresses the error in your last attempt.
- fluency — Using knowledge or language smoothly with appropriate accuracy. Example: Build fluency by explaining the method without reading a script.
- comprehension — Understanding the meaning of information or language. Example: Check comprehension by explaining the instruction in your own words.
- retention — Keeping learning available for later use. Example: A later independent task helps reveal retention of the concept.
- transfer — Using learning in a different relevant situation. Example: Show transfer by applying the same reasoning to a new design.
- metacognition — Awareness and regulation of your own thinking and learning. Example: Use metacognition to notice when rereading hides a misunderstanding.
- self-assessment — Judging your own work against appropriate standards. Example: Use self-assessment to check whether every graph has units.
- reflection — Careful consideration of experience to guide understanding or action. Example: The reflection explains why the revised plan became more manageable.
- strategy — A planned approach for reaching a particular goal. Example: Change your strategy if the same mistake keeps recurring.
- habit — A repeated behaviour that becomes usual. Example: Checking the task verb can become a useful study habit.
- attention — The focus of mental effort on something. Example: Direct attention to the relationship between the axes.
- distraction — Something that pulls attention away from the intended task. Example: Move the notification screen away if it becomes a distraction.
- persistence — Continuing purposeful effort through difficulty. Example: Persistence includes trying a clearer method after seeking feedback.
- flexibility — The ability to adjust an approach when circumstances change. Example: Show flexibility when the shared equipment becomes unavailable.
- independence — The ability to act or think with appropriate self-direction. Example: Demonstrate independence by planning your next correction before asking.
- readiness — Being sufficiently prepared for a particular next step. Example: Check readiness by solving one similar problem without hints.
- checkpoint — A planned moment for checking progress or understanding. Example: At the checkpoint, compare your draft with the task requirements.
- amendment — A change made to improve or correct something. Example: The amendment replaces an unsupported claim with a statement limited to the supplied evidence.
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 learning asks students to use subject knowledge purposefully. The IB assessment overview explains that teachers assess learning against prescribed subject objectives and criteria throughout the programme. This pack is an eduKate selection for practising that language; it is not an official IB word list, a syllabus replacement, or a guarantee of a particular result.
At this suggested MYP4 stage, the practical challenge is often sustaining a task across several lessons. A learner must understand the brief, identify dependencies, keep accurate records, and explain decisions using the information actually available. A polished recommendation is weak if it ignores the budget; a correct calculation is incomplete if its unit is missing.
Programme arrangements depend on the school. The IB projects guidance distinguishes community projects for programmes ending in MYP3 or MYP4 from the personal project in MYP5. Do not infer a project requirement from the school-year label alone. The six language-acquisition phases also do not correspond directly to ages or school years. Ask which phase and task expectations apply locally.
The target here is useful control: selecting the right word, using its normal grammatical pattern, and keeping the strength of the statement matched to its evidence. The same habits serve mathematics, sciences, design, individuals and societies, language learning, and the arts.
At the end of MYP5, subject eAssessment is optional; the personal project is mandatory and externally moderated, as the IB assessment overview explains.
Start here: a prototype decision
This is an invented classroom task. A group needs ten reusable document folders. The budget is $40. Folder A costs $3 each and holds twenty sheets. Folder B costs $4 each and holds thirty sheets. Each folder must hold at least twenty-five sheets. Both designs fit the cupboard. No durability test or user feedback is supplied. Write four sentences using budget, requirement, calculate, recommendation, and limitation. Identify a suitable choice, show its total cost, and state what cannot yet be judged. Then record one action that should happen before purchase. Do not invent a discount, a delivery charge, or a test result. If the question seems easy, make your answer shorter while keeping every necessary fact. If it seems difficult, underline the capacity requirement and calculate the two totals before writing.
Check your response and choose the next step
A supported answer is: “The budget is $40, and the capacity requirement is at least twenty-five sheets. I calculate that ten B folders cost $40, while ten A folders cost $30. My recommendation is B because it meets the capacity requirement within the budget. A limitation is that the brief provides no durability evidence.” A sensible next action is to test durability or confirm the supplier’s terms; neither action has already happened.
If meanings were unclear, practise requirement, constraint, and limitation with separate examples. If the arithmetic was wrong, correct the operation before improving the wording. If the answer claimed that B lasts longer, return to the evidence boundary. If everything was sound, explain a new choice with a different budget without copying the model.
Learn phrases that carry useful relationships: allocate time to a task; comply with a requirement; evaluate against criteria; justify a choice with evidence; and mitigate a risk. The prepositions help show what is being allocated, judged, supported, or reduced. “We evaluated the folder” is less informative than “We evaluated the folder against the capacity requirement.”
Criterion is singular and criteria is plural: one criterion, three criteria. Feedback is normally uncountable in this use: some feedback or two comments, rather than two feedbacks. Expenditure is spending; revenue is money received from sales; profit requires subtracting the relevant costs. Do not use these as interchangeable impressive words.
Watch related forms: allocate and allocation, precise and precision, reliable and reliability, feasible and feasibility. A family member may need a different sentence pattern. “The plan is feasible” describes the plan; “We checked its feasibility” names the judgement. Copying the suffix without checking the sentence can create a grammatical error.
Some words shift across subjects. An axis may belong to a graph or a physical model. A function may mean a product’s purpose or a mathematical relationship. Value may be a number or a judgement of worth. State the context before choosing the meaning. Precision concerns repeated measurements clustering together; accuracy concerns closeness to an accepted reference. A close cluster can still be far from that reference.
The eduKate Fencing Method is a practice routine for building controlled sentences. Begin with a correct core, add one useful detail, and check meaning, grammar, and support before extending further. It is an eduKate teaching approach, not an IB assessment formula.
Start with “Folder B meets the requirement.” Add the relevant detail: “Folder B meets the requirement because it holds thirty sheets.” Add a second condition only after checking it: “Ten B folders meet the capacity requirement and cost exactly the $40 budget.” The longer sentence earns its place by communicating another relevant relationship.
Now test a tempting extension: “Therefore, B is the most durable and sustainable option.” That claim exceeds the brief. Repair it to “Durability and disposal arrangements still need checking.” A good repair does not merely add “possibly” to a claim whose basis is missing; it identifies the unanswered question.
Finish by transferring the structure. For a timetable decision, start with the option, add the requirement it satisfies, and check its other constraints. You may need different words and a different sentence order. The aim is to choose the structure because it fits the reasoning, rather than forcing every answer into the same pattern.
SECTION 5 OF 11
5. Worked inquiry: compare two materials without inventing performance
The following design exercise is invented. A class must make twelve desk organisers. The brief sets a $60 material budget, a maximum assembled width of 18 cm, and a requirement to hold six pencils. Material P costs $4 per organiser; material Q costs $5. Both prototypes are 17 cm wide and hold six pencils. In a stated classroom splash test, eight of ten P samples and nine of ten Q samples remained usable. The samples were tested once. The task provides no information about repeated use, manufacturing impacts, or disposal. The class values splash performance after meeting all mandatory requirements.
First calculate affordability: twelve P organisers cost $48 and twelve Q organisers cost $60. Both meet the width and capacity requirements. Their observed splash-test success proportions are 80% and 90%. The difference is ten percentage points. Relative to P’s 80%, the increase to 90% is 10 divided by 80, or 12.5%. These are different comparisons; label the one you mean. Eurostat explains the percentage-point distinction.
A model recommendation is: “Both options meet the stated width, capacity, and budget requirements. Q uses the full $60 budget and had nine usable samples out of ten in this splash test, compared with eight out of ten for P. I recommend Q provisionally because the brief prioritises splash performance once mandatory requirements are met. The one-run test with ten samples per material limits the judgement. Further trials would help assess consistency, while durability and environmental effects require different evidence.”
The observed counts support the comparison in this test. They do not establish that Q will always outperform P, that the difference is statistically significant, or that Q is more sustainable. Nor does the remaining $12 with P automatically make P the correct choice: the brief specifies a priority. Under the current brief, Q remains the provisional recommendation. Choosing P on a different priority would require an explicitly revised and agreed brief, with the trade-off recorded; students cannot simply replace the stated priority.
A dated record should preserve each amendment and its reason. For example: “I replaced ‘Q is 10% better’ with ‘Q had a ten-percentage-point higher usable-sample proportion in this test’. This identifies the measure, the comparison, and its limit.” That record demonstrates a correction, not proof that the learner can now make every percentage comparison independently.
Task 1 — label the change
In an invented club poll, support for a morning session moves from 30% to 45% between two polls. Calculate the percentage-point change and the relative percentage increase. Answer: fifteen percentage points; the relative increase is 15 divided by 30, or 50%. The results do not tell you whether the same people responded, so do not explain why preferences changed.
Task 2 — identify a confounder
Group A tests a cover with water at 20°C. Group B tests a different cover with water at 40°C. Both measure cooling after five minutes. Why is a direct judgement about the covers difficult? Answer: starting temperature differs along with cover type, so it is a possible confounder. Repeat the comparison with matched starting conditions and a stated procedure. This improves the comparison but does not guarantee a perfect investigation.
Task 3 — choose a source for a purpose
You need tomorrow’s museum opening time. Source A is the museum’s dated announcement for tomorrow. Source B is a visitor’s account from last year. Which is more appropriate, and why? Answer: A directly addresses the current operational question. B may help with a visitor’s past experience but does not verify tomorrow’s schedule. Relevance and date matter alongside authorship.
Task 4 — repair the meeting minutes
The record says: “All four members agreed to buy Q.” The supplied notes say three supported Q and one preferred P because it left more money. Answer: “Three members supported Q; one dissented, preferring P because of its lower cost.” The notes establish a three-to-one preference, not unanimity. Consensus does not always mean unanimity; whether the group reached it depends on its agreed process and the recorded outcome. Report that process only if the notes supply it.
Task 5 — transfer to study planning
You have forty minutes, one shared calculator available for the first fifteen, a ten-minute calculator exercise, and a twenty-minute reading task. Create a feasible sequence and explain one dependency. Answer: complete the calculator exercise during its availability, then the reading task, leaving ten minutes for checking or another stated purpose. Calculator access is a dependency of the first task. Many schedules work; the answer must respect the supplied durations and access window.
“The project is reliable because I like the design” confuses preference with consistency. Repair: “The design appeals to me; repeated tests are still needed to examine reliability.” “Our sample proves every student agrees” extends a sample beyond its evidence. Repair: “Report how many students agreed out of the number who responded, then consider whether that sample represents the school.” The original claim supplies no response counts, so a repair cannot assume that every sampled student agreed.
“Revenue was $50, so profit was $50” omits costs. If the supplied costs are $18, repair to “Revenue was $50 and the stated costs were $18, giving a profit of $32.” If costs are absent, say that profit cannot yet be calculated. Never invent a convenient cost to complete the sentence.
Use four diagnostic questions. Does the learner understand the word? Have they understood the task and its constraints? Does the sentence use a suitable language pattern? Does the evidence support the claim? Give feedback on the first problem that prevents a correct answer. A sentence can be grammatical yet answer the wrong question, or contain the right word while making an unsupported judgement.
After correction, change the context and remove the model. A learner who repairs a supplied sentence with help has shown supported improvement. An accurate new response without hints provides stronger evidence of independent use. Record the difference so feedback outcomes remain honest.
Treat this schedule as an adjustable suggestion. In the first session, complete the start check and select six to eight words that caused useful difficulty. Write one short example for each using a real school task. In the second session, retrieve the meanings without looking, then check and repair. Do not count a familiar-looking word as secure until you can explain and use it.
During the next two sessions, work on one quantitative comparison and one planning problem. Keep calculations visible, label units, and explain a constraint in a complete sentence. Ask for focused feedback on one or two errors. Keep the original response beside the correction so the change can be understood.
In the second week, use the words in another subject. A design criterion might become a criterion for selecting historical sources; a dependency might concern laboratory access rather than a group poster. End the week with a brief independent response to an unfamiliar scenario. Note which words were used accurately, which needed prompting, and what to practise next.
Reduce the number of words when the workload is heavy or the meanings are demanding. Increase variety when a learner is already using them accurately. The schedule offers opportunities to retrieve, receive feedback, and transfer learning; it does not promise mastery after a fixed number of repetitions.
Students can bring this pack to a subject task and choose only the words needed for its reasoning. Explain a gradient in mathematics, a confounder in an investigation, a stakeholder in a design decision, or a dependency in a rehearsal plan. Accurate ordinary words are preferable when an entry adds no useful meaning.
Parents can ask for a short explanation of a current task: “What is the requirement? Which information supports your choice? What still needs checking?” Allow the learner to answer before offering a prompt. If you supply the reasoning, label the resulting answer as supported practice. Avoid turning the bank into a race through two hundred memorised definitions.
Teachers can select a small cluster relevant to the current unit, model one distinction, and ask learners to apply it in a different case. Compare dated attempts for task understanding, accurate usage, and evidence control. A changed answer after feedback is useful evidence of revision; repeated independent use across contexts supports a wider judgement.
This essential pack serves broad inquiry, practical decisions, and study. Its essay companion can support sustained interpretation and argument when that is the lesson’s purpose. The two resources can work together without making literary terminology the centre of every subject discussion.
Is this the official MYP4 vocabulary requirement?
No. It is an original eduKate learning selection. The school’s subject objectives, current unit, task instructions, and assessment criteria determine what is required.
Must every learner use all two hundred words immediately?
No. Begin with relevant gaps. A learner may understand a term when reading before being able to use it independently in speech or writing.
Can a precise answer still be simple?
Yes. “Nine of ten samples remained usable” is often stronger than a vague sentence full of advanced vocabulary. Precision comes from the fit between words, quantities, and evidence.
Does more feedback prove better learning?
No. Feedback creates an opportunity for improvement. Check whether the learner can explain the correction and use the idea in a fresh task, with the amount of help recorded.
Should every conclusion include a limitation?
Include a relevant limitation when it affects what can be claimed. Do not add an unrelated warning to a straightforward calculation, and do not hide a decisive constraint inside vague cautious language.
Programme statements were checked against the IB MYP assessment overview, MYP projects guidance, and MYP language-acquisition guidance on 8 November 2026. Consult the school’s current subject and project guidance for the learner’s actual programme.
Technical checks use NIST measurement terminology, NIST SI units, and Eurostat’s percentage-point explanation. Definitions, scenarios, arithmetic, models and answer keys are original eduKate teaching material. The Fencing Method is an eduKate 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 10 vocabulary guide for essay writing. Return to the Vocabulary Learning Hub to choose another learning route.