Abstract scenario: a scenario for which there is no concrete referent provided.
Account for: provide reasons for (something).
Give an account of: report or describe an event or experience.
Taking into account: considering other information or aspects.
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences.
Use, utilise or employ in a particular situation.
Determine the value, significance or extent of (something).
Orderly, logical, and internally consistent relation of parts.
Conveys knowledge and/or understandings to others.
Estimate, measure or note how things are similar or dissimilar.
Consisting of multiple interconnected parts or factors.
Formed after careful thought.
Examine the component parts of an issue or information, for example the premise of an argument and its plausibility, illogical reasoning or faulty conclusions
Evaluation of an issue or information that includes considering important factors and available evidence in making critical judgement that can be justified.
Arrive at a conclusion by reasoning.
Give a practical exhibition as an explanation.
Give an account of characteristics or features.
Plan and evaluate the construction of a product or process.
In history: to construct, elaborate or expand.
In English: begin to build an opinion or idea.
Talk or write about a topic, taking into account different issues and ideas.
Recognise point/s of difference.
Provide a detailed examination and substantiated judgement concerning the merit, significance or value of something.
In mathematics: calculate the value of a function at a particular value of its independent variables.
Provide additional information that demonstrates understanding of reasoning and/or application.
Previously encountered in prior learning activities.
Establish or indicate who or what someone or something is.
Plan, collect and interpret data/information and draw conclusions about.
Show how an argument or conclusion is right or reasonable.
Identify where something is found.
Adapt or change.
Non-routine problems: Problems solved using procedures not previously encountered in prior learning activities.
Reasonableness of conclusions or judgements: the extent to which a conclusion or judgement is sound and makes sense
Reasoned argument/conclusion: one that is sound, well-grounded, considered and thought out.
Be aware of or acknowledge.
Tell or report about happenings, events or circumstances.
Use words, images, symbols or signs to convey meaning.
Copy or make close imitation.
In English: When students listen to, read or view texts they interact with those texts to make meaning. Responding involves students identifying, selecting, describing, comprehending, imagining, interpreting, analysing and evaluating.
Routine problems: Problems solved using procedures encountered in prior learning activities.
Choose in preference to another or others.
Arrange in order.
Work out a correct solution to a problem.
Arranged in a given organised sequence.
In Mathematics: When students provide a structured solution, the solution follows an organised sequence provided by a third party.
Establish proof using evidence.
Written briefly and clearly expressed.
Consistency maintained throughout.
Combine elements (information/ideas/components) into a coherent whole.
Perceive what is meant, grasp an idea, and to be thoroughly familiar with.
Not previously encountered in prior learning activities.