Used in:

Identify / Tautohu

·         Biology

·         English

·         Technology

·         Visual Arts

Describe / Pūrongorongo

·         Biology

·         English

·         Geography

·         Health and PE

·         History

·         Languages

·         Physics

·         Technology

Explain / Whakamārama

·         Biology

·         Chemistry

·         English

·         Geography

·         Health and PE

·         Languages

·         Physics

·         Technology

Evaluate / Arotake

·         Biology

·         Chemistry

·         Geography

·         Health and PE

·         History

·         Languages

·         Technology

Year 9 and 10

Describe

Name the term and define the term

Explain

Give reasons why or how.

Hypothesise

Make an educated prediction based on scientific ideas

Label

Label the diagram using the word bank

Label the diagram of the heart using the terms from the word list.

Observe

Use your senses to look, hear, touch, taste, smell (usually not touch, taste, smell unless instructed by your teacher!).

What do you observe when Magnesium is burned in the Bunsen flame?

Predict

State what you think is going to happen

Record

Write down your observations. This may be in the form of a table.

Record the results of your experiment

Write

Write down your observations. This may be in the form of a table.

Write the word equation for photosynthesis

Year 11 – NCEA Level 1

Classify

Put into groups

Classify the following diseases as bacteria, fungi or virus

Compare

Give the similarities and some differences

Compare how bacteria and fungi cause disease.

Compare and contrast

Give the similarities and differences

Compare and contrast how the life processes of bacteria can cause the infections.

Contrast

Give differences

Contrast how bacteria and fungi replicate

Describe

Name the term and define the term

Describe how bacteria feed.

Evaluate

Give an informed opinion based on evidence

Explain

Define and give reasons

Explain how environmental factors affect bacterial growth

Identify

Name the term

Identify the four bases in DNA.

Justify

Define ideas, explain ideas, link ideas together

Write an equation

Give the word or chemical equation (may ask for chemical or word, balancing may access higher grades)

Write the word equation for photosynthesis

Year 12 – NCEA Level 2

Analyse

Look at the evidence and draw a conclusion

Analyse the graphs and draw conclusions.

Evaluate - ideas

Give an informed opinion based on evidence

Evaluate - practical investigations

Comment on the reliability and validity of the method used.

Evaluate the reliability and validity of the method used.

Hypothesise

Make an educated prediction based on scientific ideas

As the temperature increases the respiration rate will increase

Year 13 – NCEA Level 3

Analyse

Look at the evidence and draw a conclusion

Analyse the graphs and draw conclusions. OR Analyse the results.

Evaluate - ideas

Give an informed opinion based on evidence

Evaluate - practical investigations

Look at the reliability and validity of the method used.

Evaluate the method used for both reliability and validity.

Hypothesise

Make an educated prediction based on scientific ideas

Year 9 and 10

Equation

Shows a change and arrow for forms.

A + B à AB (not A + B = AB)

Fraction

Component from a separation (different to Math fractions).

Crude oil à petrol, tar seal etc.

Hardness

Measure of dissolved minerals in water.

e.g. creates boiler scale + soap scum.

Products

Things made from chemical change.

CO₂ made from burning.

Reactants

Things used for chemical change, i.e. to start with.

e.g. carbon for burning.

Reaction

Process of change that occurs

Burning is a chemical reaction. Melting is not.

Year 11 – NCEA Level 1

Allotrope

Different forms of same element.

e.g. Rhombic and monoclinic sulfur

Derive

Use a standard process to work an expected outcome.

Perform a titration to determine the unknown concentration of a solution of ethanoic acid.

Neutral

Unchanged OR pH = 7.

An atom is neutral when the sum of the positive charges and negative charges = zero. A solution is

neutral when the hydrogen and hydroxide ion concentrations are equal, and so that the pH = 7.

Year 12 – NCEA Level 2

Empirical

Simplest ratio of elements in a compound.

CH₃ (empirical) vs C₂H₆ (molecular)

Explain

Describe in more detail - complete sentences required, simple language and diagram.

Explain the structure of a Magnesium atom - central nucleus containing protons and neutrons, surrounded by electrons arranged in shells like layers of an onion.

Lattice

Arrangement of particles in an interlocked network.

Covalent lattice network of carbon to make diamond - extended 3D structure

Molecular

Small individual entity made up of 2 or more atoms chemically joined in a fixed ratio.

Year 13 – NCEA Level 3

Determine

Find out something new using multiple steps.

Determine the concentration of H₂SO₄

Evaluate

Look through in detail, compare to another situation and make judgement.

Using the provided bond angles determine the bond angles with explanation for carbon tetrachloride.

Justify

Explain, using an example, the decision you have made, with good reason.

Using the provided redox couple electromotive potentials decide if the reaction between potassium permanganate and ferrous sulfate will occur and link the species to the reaction that occurs.

Year 9 and 10

Define

A statement of the exact meaning of something, particularly specific words or terms.

Describe

Provide details – tell the who, what, when, where and how. Specific evidence from the text usually

required.

Expand

Provide more details or depth than previously given (often used in feedback).

Explain

The why and/or the how. Specific evidence usually required.

Identify

Recognise specific characteristics or details.

List

Find numerous examples and list them.

Reason

Provide a logical argument for something.

Year 11 – NCEA Level 1

Describe

Provide details - tell the who, what, when, where and how.

Describe a character who underwent change in the text (NCEA question)

Develop and structure

Build on a single idea in a systematic and logical order.

Develop and structure ideas in creative writing (NCEA Achievement criteria)

Explain

The why and/or the how.

Explain how this change was important to the text as a whole (NCEA question)

Interpret

Read/read into information and show your personal understanding of it.

Show understanding

Make relevant points in an organised structure.

Show understanding of specified aspects of written texts (NCEA standard)

Year 12 – NCEA Level 2

Analyse

Tell me what the author did, how they did it and why they did it.

Analyse specified aspects of studied written texts (NCEA question)

Controlled

Concise, planned, coherent, technically accurate and the deliberate use of language features

Produce a selection of crafted and controlled writing (NCEA standard)

Convincingly

Clear, organised and relevant points used.

Produce a selection of crafted and controlled writing which develops, sustains and structures ideas

convincingly (NCEA Merit criteria)

Crafted

Editing, proofing, taking the time to improve each sentence and word choice

Produce a selection of crafted and controlled writing (NCEA standard)

Form conclusions

Use information/facts to come up with new ideas and understanding.

Form developed conclusions from your investigation or research

Perceptively

Show originality and insight in interpretation.

Analyse significant aspects of unfamiliar texts perceptively (NCEA Excellence criteria)

Year 13 – NCEA Level 3

Close analysis

Break something down into its parts and explain the relationship between the parts. 'Close' requires detailed evidence from the raw material.

Compare

Look for similarities (also implies evaluation or conclusion of preference).

Concise

Brief, short, terse - to the point.

Develop

Development of ideas and links between them.

Discuss - extent

Investigate or examine an argument, debate. Provide reasons for and against, but also examine the implications of the topic (evaluation/judgement); this is the 'extent' aspect. Reach an evaluative

conclusion.

Insightful

To have a deep/clear understanding of a topic, idea or concept and its relevance beyond that context.

Integration

To combine two or more ideas and explain how they work together.

Perceptively

Show a level of sophistication, insight and/or originality.

Respond critically

Involves developing an argument with evidence. Need to build the focus and scope of your argument.

Critically requires evaluation and judgements.

Year 10 and General

Change

Change involves any alteration to the natural or cultural environment. Change can be spatial and/or temporal. Change is a normal process in both natural and cultural environments. It occurs at varying rates, at different times, and in different places. Some changes are predictable, recurrent, or cyclic, while others are unpredictable or erratic. Change can bring about further change.

Cultural

The human environment.

Describe

This means to identify and give an account of; to make reference to the qualities, characteristics or recognisable features. A simple explanation can also be included.

Environments

Environments can be natural and/or cultural. They have particular characteristics and features that can be the result of natural and/or cultural processes. The particular characteristics of an environment may be similar to and/or different from another.

Explain

This means to provide reasons for, to account for, to provide a clear answer, to clarify. Logical reasons are provided.

Interaction

Interaction involves elements of an environment affecting each other and being linked together. Interaction incorporates movement, flows, connections, links, and interrelationships. Landscapes are the visible outcome of interactions. Interaction can bring about environmental change.

Natural

The physical environment.

Patterns

Patterns can be spatial, such as the arrangement of features on the earth’s surface, or temporal, such as how characteristics differ over time in recognisable ways.

Perspectives

The way people view and interpret environments. Perspectives and values may be influenced by culture, environment, social systems, technology, economic and political ideology. They may influence how people interact with environments and the decisions and responses that they make.

Processes

A sequence of actions, natural and/or cultural, that shape and change environments, places and societies. Some examples of geographic processes include erosion, migration, desertification, and globalisation.

Sustainability

Sustainability involves adopting ways of thinking and behaving that allow individuals, groups, and societies to meet their needs and aspirations without preventing future generations from meeting theirs. Sustainable interaction with the environment may be achieved by preventing, limiting, minimizing, or correcting environmental damage to water, air, and soil, as well as considering ecosystems and problems related to waste, noise, and visual pollution.

Aroha

love and empathy. It is an attitude and an important cultural value of Māori, derived from a particular Māori view of the natural world and the place of Māori within it. Aroha is an important concept that underpins a Māori environmental management system.

Kaitiakitanga

to “care for” the environment. It is the sustainable use, management and control of natural and

physical resources that are carried out to the mutual benefit of people and resources.

Taonga

is a resource either physical or cultural that can be found in the environment (including features within the environment e.g. lakes, mountains, rivers, also including people, te reo, whakapapa, etc.).

Tino Rangatiratanga

- includes the rights, responsibilities and obligations involving the use, management and control of the land and other resources.

Whanaungatanga

Māori share a common whakapapa with other people/taonga and therefore a strong sense of responsibility and reciprocal obligations toward those people/taonga. This forms an important part of a holistic world-view. All taonga are interrelated, interconnected and Interdependent. The life force (mauri) of taonga must be protected. The sustainable management of taonga is therefore paramount to our survival.

Year 11 – NCEA Level 1

Apply and integrate

When applying a concept a student uses an appropriate idea; when integrating they will incorporate concepts and evidence into the answer to demonstrate comprehensive understanding.

Describe/explain in

detail

This means the response has complexity showing greater understanding that differentiates it from an Achieved level answer. The response incorporates specific information, case study, facts, names or other explicit information which enhances the answer.

Spatial

How does a pattern form over space?

Temporal

How does a pattern form over time?

Year 12 – NCEA Level 2

Fully describe/explain

This means the response is complete and demonstrates an understanding of all facets. It incorporates

relevant geographic concept(s) and uses appropriate geographic terminology.

Showing

insight/insightful

This involves showing a clear understanding. Insight can involve weighing-up and judging evidence, linking factors to clearly show causal relationships and reading into and beyond the subject matter/evidence. Consideration of perspectives can help students to demonstrate insight.

Spatial

How does a pattern/process form and operate over space?

Spatial dimension

This relates to the use of space and includes location, accessibility, direction, scale etc.

Temporal

How does a pattern/process form and operate over time?

Year 13 – NCEA Level 3

Analyse

This involves the breaking down or deconstruction of data and examination of the separate parts. When analysing students can identify patterns, trends, relationships, and connections; and synthesise these understandings into explanations. Students should have access to a range of data including maps, graphs, diagrams, tables etc. from which to draw inferences.

Critically analyse

This extends an analysis to involve examination of the factors or circumstances that may have influenced them, identifying and examining any irregularities, examining any relationships that appear etc. A critical analysis will question and/or judge the evidence gained in the analysis.

Critically evaluate

This involves identifying and discussing strengths, weaknesses, opportunities and threats associated with the available options or decisions. Criteria could be established on which to make a final or future judgement.

Justify

Give reasons and evidence why one alternative is better than others.

Spatial

How does a pattern/process form/operate and change over space?

Spatial Interaction

Cause and effect of processes affecting other processes in and area/region.

Temporal

How does a pattern/process form/operate and change over time?

Year 9 and 10

Develop

Developing basic motor skills over a variety of different contexts to be ready for Year 11.

High levels of engagement and progressively building towards more complex skills.

Evaluate

Analysing aspects of health.

Students use the dimensions of hauora to gain a greater understanding of their own lives.

Name & List

Understand a variety of different terminology.

Widening understanding of the different aspects involved in sports such as biomechanics.

Participate

Actively involved in a variety of different movement contexts, rated on a 1 - 5 scale.

Students display high levels of engagement and are able to describe the effort they are giving.

Relate

Acquire and apply interpersonal skills.

Students can effectively use forms of communication in a variety of team environments.

Year 11 – NCEA Level 1

Demonstrate

Demonstrate the required action, three levels to gain, A, M and E

Describe

Describing an outcome or event that has impacted on the situation

Discuss

Identifying and thinking about key factors

Achievement level tasks coming up with ideas and issues within the context

Evaluate

Evaluating an outcome or event that has impacted on the situation

Explain

Explaining an outcome or event that has impacted on the situation

Justify

Using examples or own experience to enhance an answer or outcome

Relating your assessments back to the initial task and give more depth to an answer

List

Listing key terms to gain knowledge and think about the task, not assessed on its own

Name

Naming key terms to gain knowledge and think about the task, not assessed on its own

Participate

Participate in a practical task, three levels to gain A, M and E

Predict

Looking at an idea and the future outcome or influences (E level)

Predict how changes in something will then affect the future outcome

Reflect

Looking back at outcomes or learnings that influenced the conclusion

Thinking back about what has been done and the effect it had on the situation or event

Year 12 – NCEA Level 2

2.2 Relate /Inter- relate

How one thing affects outcome, mentioning the cause and effect

2.3 Describe

Answering the "what"

2.6 Describe

Give details of your strengths and weaknesses when coaching

2.8. Demonstrate

Consistently = "self-direction" Consistently high = "helping others "

Consistently outstanding = " understanding on wider context and exceptional behaviours"

Discuss

Your findings versus what are common perceptions

Effectively and Consistently Demonstrate

Regularly showing a high level of skill attainment

Evaluate

(the adaptations) use your past experiences and current knowledge to show the self-progress you made as coach during the course

Evaluate

Reflecting on the "what" and the "why" and providing evidence from your reflections

Explain

Explaining the cause and effect e.g. answering the "why"

Reference

Your findings related to outcomes

Reflect

(reflect on impact) provide more specific details regarding what you saw as a result of your planning

and delivery process

Reflection

Own thoughts or feelings and findings

Year 13 – NCEA Level 3

Achieved

List, describe, explain

Minimum is to evaluate the data or concepts under study

Merit

Compare, contrast, evaluate

Must contrast and compare data, or start to finish of an event and evaluate these changes

Excellence

Predict, I think, hypothesise, critique, test assumptions held

Must show evidence of critical thinking about how future actions or events may be influenced by what has been found by predicting and hypothesising using data under study.

Year 9 and 10

Essay

A written, formal and logical explanation of what & why something happened. Structured with an introduction, paragraphs and conclusion.

Evidence

Information that can be used as proof.

Historian

Someone who studies people in the past to gain an understanding of why things happened.

Narrative

The story.

Topic sentence

The start of a paragraph that uses language of the question / introduces and says what paragraph is

about.

Year 11 – NCEA Level 1

Comprehensively

A marker of Excellence - includes evaluation and judgement.

Describe

Provide important details relating to an event

Perspective

A point of view.

Investigation

A systematic, purposeful process of collecting and evaluating evidence and making a conclusion.

Year 12 – NCEA Level 2

Examine

Communicate key historical ideas through explanation of an event, supported by historical evidence.

Inquiry

Identify a topic, develop focusing questions, gather information, select and highlight key information, annotate and evaluate.

Reliability

Assessing the usefulness and historical accuracy of sources to make reasoned judgements.

Year 13 – NCEA Level 3

Analyse

Use historical evidence to make sound judgements regarding an event(s) and make conclusions.

Evaluate

Consider a range of evidence relating to an event to prioritise and make conclusions.

Force

An idea, concept or condition that promotes change – e.g. social, political, cultural, environmental.

Perceptive

Being able to draw conclusions that go beyond the immediately obvious and demonstrate a high degree of engagement with the evidence.

Primary

Evidence derived from the time period of an event. Could be newspapers, photos, statistics etc.

Secondary

Evidence that documents an event at a later time than the event. Could be books, documentaries etc.

Significance

Assesses the importance of an event to peoples’ lives at the time and after the event.

Year 9 and 10

Contrast

Outline differences between things.

Explain

Outline why something happens.

Personal

Individual, independent emotional connection or interpretation.

Year 11 – NCEA Level 1

Beyond the immediate context

Language related to basic personal information and past, present, and /or future experiences

Convincing

A range of language used that is fit for the context. Successfully select the language to support the

communication with minor errors. Clear, organised and relevant points used.

Culturally appropriate

Language and cultural responses in formal situations and rituals

Demonstrate

Show by what you write/say that you understand.

Demonstrate how Chihiro realises she is having a dream.

Develop and

structure

Build on a single idea in a systematic and logical order.

Different situations

A selection of transactional, social, conversational, formal, cultural, and routine contexts

Effective

Successfully select a range of language that is consistently fit for the context. Skilfully select the

language to support communication with almost errors free

Hinder by inconsistencies

Errors in the use of language including pronunciation, intonation, audibility

Interact

Spoken and gestural exchanges

Personal response

Express personal information, ideas, and opinions that relate to student's life

Significantly hindered

Meaning cannot be understood or misunderstood

Year 12 – NCEA Level 2

Advise

Use given information to offer suggestions.

Advise a visitor to Japan about places to visit.

Analyse

Tell me what the author did, how they did it and why they did it.

Analyse specified aspects of texts (NCEA question)

Clarify

Give a clear outline/state in simpler terms.

Clarify the options facing Sylvie as she heads to Paris.

Summarise

Compare concepts, consider elements of contrast.

Summarise the features of the house Kazuko wants.

Year 13 – NCEA Level 3

Infer

Consider given information and speculate (using textual evidence) about consequences.

If an earthquake struck, what would Mr. Honda be likely to do?

Interpret

Read/read into information and show your personal understanding of it.

Justify

Give reasons for.

Perceptively

Show originality and insight in interpretation.

‘Number’ words

Sum

Add up

The sum of 11, 3 and 8  is 11 + 3 + 8 = 22

Difference

Subtract numbers

The difference of 17 and 9  is 17 – 9 = 8

Product

Multiply numbers

Find the product of 7 and 5. Do 7 x 5

Quotient

The answer from a division

4 is the quotient of 20 and 5. 20 ÷ 5 = 4

Halve

Divide a number by 2

Halve 23. The answer is 11.5

Square

Multiply a number by itself

7 squared is 7 x 7 = 49

Cube

A number multiplied by itself 3 times

4 cubed is 4 x 4 x 4 = 64

Multiples

The ‘times table’ of a number

The multiples of 6 are: 6, 12, 18, 24, . . .

Factors

Numbers that divide into another exactly

The factors of 20 are: 1, 2, 4, 5, 10, 20

Evaluate

Calculate the answer

Evaluate 2 + 5 x 8  = 42

‘Algebra’ words

Expression

A mathematical ‘statement’ involving letters and numbers

5x2 + 7x + 3

Term

One part of an expression. Terms are

separated by ‘+’ or ‘–‘ signs

5x2 , 7x and 3 are each terms of

5x2 + 7x + 3

Simplify

Reduce the number of terms by combining several terms together

6a + 7 + 2a – 5 simplifies to 8a + 2

Formula

A mathematical rule for calculating the value of a quantity

1

A =  bh is the formula for a triangle’s area.

2

b represents the base length and h the height

Substitute

Insert numbers into a formula and calculate (evaluate) the answer

Find Area of a triangle if b = 12cm and h = 3cm.

A = 1 x 12 x 3 = 18cm2.

2

Equation

An expression containing an ‘=’ sign

5x2 + 7x + 3 = 4

Inequation

An expression containing <, >, £ or ³

7n – 8 > 14

Variable

A letter used to represent a number in an

equation, inequation or formula.

1

In the formula A =  bh, b and h are variables

2

Solve

Work out the value of a variable in an equation or inequation

Solve 8a + 3 = 35

Expand

Remove brackets in an expression by multiplying what’s in brackets by the number

in front of the brackets

Expand      4(2x – 5)

= 8x – 20

Factorise

Rewrite an expression with brackets

(The opposite of expanding)

Factorise       8x – 20

= 4(2x – 5)

Index

Indices

Another name for an exponent.

Indices is the plural of index

In the expression 3x6  6 is the index

‘Symbols’

< 

Less than

5 < 8     5 is less than 8

> 

Greater than

4 > –3

£

Less than or equal to

x £ 8     x is less than or equal to 8

³

Greater than or equal to

n ³ 5     n is greater than or equal to 5

±

Plus or minus

x = ±3

p

The symbol for the number ‘pi’

p = 3.14159265359 . . .

Þ

This implies

x =2 Þ 3x = 6

#

Number

Do question # 2

\

Therefore

3x = 6 \ x = 2

"

For all

x2 + 1 > 0  " x

¥

Infinity

¹

Not equal to

x ¹ 7

»

Approximately equal to

n » 7.34 (2 d.p.)

µ

Is proportional to

A µ r2

Because

x2 – 4 > 0   x > 2

Year 9 and 10

Calculate

Show an equation --> substitute correctly --> solve --> give units

Use the equation v=Δd/Δt to calculate the speed of a runner who travels 100m in 12.3 seconds.

Explain

Give a reason for … Link the effect with its cause

Explain why the Sun is a luminous object and the Moon is not. Luminous objects make their own

light. The Sun makes its own light, so it is luminous. The moon reflects the Sun's light, so it is not

luminous.

State/Describe/Name

Identify the object, quantity, or event

Name the main type of energy that a moving car has. Kinetic energy

Year 11 – NCEA Level 1

Calculate

Select the right equation --> show the equation --> rearrange equation correctly -->substitute values correctly --> solve -->give units

Calculate the distance travelled by a car a runner who travels at 9.3ms for 13.5 seconds.

Discuss

Use an explanation to make a prediction

Discuss the reasons why each of the two people will sink different distances into the snow? [calculate pressures] Since the pressure on the snow from Tim's feet is higher than the

pressure on the snow from Rima's feet, Tim will sink further into the snow.

Explain

Write a sentence or two linking facts together with the effect/observation, a diagram might help Explain how the graph shows that there are no unbalanced forces acting on the car. The graph shows that the car is moving at a constant speed. Newton's 1st law tell us that an object travelling

at a constant speed has no unbalanced forces acting on it.

Show

Use the given information to calculate a given answer (credit for working only)

Show that the distance travelled by a car a runner who travels at 9.3ms for 13.5 seconds is 123.6m

State/Describe

Identify the object, quantity, or event

Name the main type of energy that a moving car has. Kinetic energy

Year 12 – NCEA Level 2

Calculate

State assumptions -->Select the right equation --> show the equation --> rearrange equation correctly -->substitute values correctly --> solve --> round answer appropriately -->give units

Show that the distance travelled by a car a runner who travels at 9.3ms for 13.5 seconds is 123.6m.

Since the forces acting on the car are all balanced, the acceleration of the car will be zero.

Discuss

Use an explanation to make a prediction or conclusion

Rima now moves slightly closer to the pivot of the seesaw. Discuss what will happen to the motion of the seesaw. The seesaw will tilt, moving Rima's end upwards. Her moving towards the pivot will reduce the downwards torque on Rima's side, while keeping the torque on the other side constant. The system will no longer be in equilibrium.

Explain

Write a paragraph linking facts together with the effect/observation, a diagram or calculation might

help

Tim and Rima are sitting on a seesaw, they are stationary and both of them are in the air. Explain who we know that the seesaw is in equilibrium. Since the seesaw is stationary, we know that there are no unbalanced forces acting. Since the seesaw is not rotating, we know that there are no unbalanced torques acting. Since the two conditions for equilibrium are satisfied, the seesaw must

be in equilibrium.

Show

Use the given information to calculate a given answer (credit for working only)

Show that the distance travelled by a runner who travels at 9.3ms for 13.5 seconds is 123.6m

State/Describe

Identify the object, quantity, or event

State the two conditions necessary for an object to be in equilibrium. The sum of the forces is zero, and the sum of the torques is zero.

Year 13 – NCEA Level 3

Calculate

State assumptions -->Select the right equation --> show the equation --> rearrange equation correctly -->substitute values correctly --> solve --> round answer appropriately -->perhaps process uncertainties -->give units

Calculate the distance travelled by a car a runner who travels at 9.3ms for 13.5 seconds.

Since the forces acting on the car are all balanced, the acceleration of the car will be zero.

Discuss

Use an explanation to make a prediction, conclusion, or analogy to another topic

Hubble's Law says that a the further a galaxy is away from Earth the faster it will be moving. Discuss how the Doppler Effect might be used to observe Hubble's Law. If a galaxy is moving away from