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72 Cards in this Set
- Front
- Back
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Glossary of HSC Key Words
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Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.
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Account
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Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
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Analyse
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Identify components and the relationship between them; draw out and relate implications
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Apply
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Use, utilise, employ in a particular situation
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Appreciate
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Make a judgement about the value of
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Assess
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Make a judgement of value, quality, outcomes, results or size
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Calculate
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Ascertain/determine from given facts, figures or information
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Clarify
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Make clear or plain
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Classify
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Arrange or include in classes/categories
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Compare
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Show how things are similar or different
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Construct
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Make; build; put together items or arguments
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Contrast
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Show how things are different or opposite
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Critically
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With a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality (analyse/evaluate)
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Deduce
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Draw conclusions
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Define
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State meaning and identify essential qualities
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Demonstrate
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Show by example
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Describe
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Provide characteristics and features
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Discuss
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Identify issues and provide points for and/or against
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Distinguish
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Recognise or note/indicate as being distinct or different from; to note differences between
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Evaluate
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Make a judgement based on criteria; determine the value of
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Examine
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Inquire into
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Explain
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Relate cause and effect; make the relationships between things evident; provide reasons for
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Extract
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Choose relevant and/or appropriate details
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Extrapolate
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Infer from what is known, and elaborate on
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Identify
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Recognise and name
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Interpret
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Draw meaning from
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Investigate
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Plan, inquire into and draw conclusions about
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Justify
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Support an argument or conclusion
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Outline
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Sketch in general terms; indicate the main features of
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Predict
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Make forecast of future (events/results/actions) based on present evidence
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Propose
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Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
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Recall
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Present remembered ideas, facts or experiences
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Recommend
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Provide reasons in favour
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Recount
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Retell a series of events
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Summarise
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Express, concisely, the relevant details
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Synthesise
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Put together various elements to make a whole
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Glossary of HSC Key Words
|
Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.
|
|
|
Account
|
Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
|
|
|
Analyse
|
Identify components and the relationship between them; draw out and relate implications
|
|
|
Apply
|
Use, utilise, employ in a particular situation
|
|
|
Appreciate
|
Make a judgement about the value of
|
|
|
Assess
|
Make a judgement of value, quality, outcomes, results or size
|
|
|
Calculate
|
Ascertain/determine from given facts, figures or information
|
|
|
Clarify
|
Make clear or plain
|
|
|
Classify
|
Arrange or include in classes/categories
|
|
|
Compare
|
Show how things are similar or different
|
|
|
Construct
|
Make; build; put together items or arguments
|
|
|
Contrast
|
Show how things are different or opposite
|
|
|
Critically
|
With a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality (analyse/evaluate)
|
|
|
Deduce
|
Draw conclusions
|
|
|
Define
|
State meaning and identify essential qualities
|
|
|
Demonstrate
|
Show by example
|
|
|
Describe
|
Provide characteristics and features
|
|
|
Discuss
|
Identify issues and provide points for and/or against
|
|
|
Distinguish
|
Recognise or note/indicate as being distinct or different from; to note differences between
|
|
|
Evaluate
|
Make a judgement based on criteria; determine the value of
|
|
|
Examine
|
Inquire into
|
|
|
Explain
|
Relate cause and effect; make the relationships between things evident; provide reasons for
|
|
|
Extract
|
Choose relevant and/or appropriate details
|
|
|
Extrapolate
|
Infer from what is known, and elaborate on
|
|
|
Identify
|
Recognise and name
|
|
|
Interpret
|
Draw meaning from
|
|
|
Investigate
|
Plan, inquire into and draw conclusions about
|
|
|
Justify
|
Support an argument or conclusion
|
|
|
Outline
|
Sketch in general terms; indicate the main features of
|
|
|
Predict
|
Make forecast of future (events/results/actions) based on present evidence
|
|
|
Propose
|
Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
|
|
|
Recall
|
Present remembered ideas, facts or experiences
|
|
|
Recommend
|
Provide reasons in favour
|
|
|
Recount
|
Retell a series of events
|
|
|
Summarise
|
Express, concisely, the relevant details
|
|
|
Synthesise
|
Put together various elements to make a whole
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