Key Definitions
During your time completing tasks and developing your work you may come across words and phrases you don't understand. Below are some definitions that you might find useful.
Accurately Acting or performing within care and precision; within acceptable limits from a standard
Advanced Being at a high level; progressive
All All relevant as described in the unit content for a specific area
Appropriate Relevant to the purpose/task
Basic The work comprises the minimum required and provides the base or starting point from which to develop. Responses are simple and not complicated; the simplest and most important facts are included
Basic Gives the minimum required
Brief Accurate and to the point but lacking detail/contextualisation/examples
Clear Focused and accurately expressed, without ambiguity
Comment Present an informed opinion
Communicate Make known, transfer information
Complex Consists of several interwoven parts, all of which relate together
Comprehensive The work is complete and includes everything that is necessary to evidence understanding in terms of both breadth and depth
Confident Exhibiting certainty; having command over one’s information/argument etc
Consider Review and respond to given information Considered Reached after or carried out with careful thought
Create To originate (e.g. to produce a solution to a problem)
Critical Incisive – exposing/recognising flaws
Describe Set out characteristics
Design Work out creatively/systematically
Detail To describe something item by item, giving all the facts
Detailed Point-by-point consideration of (e.g. analysis, argument)
Discuss Present, explain and evaluate salient points (e.g. for/against an argument)
Effective Applies skills appropriately to a task and achieves the desired outcome; Successful in producing a desired or intended result
Efficient Performing or functioning in the best possible manner with the least waste of time and effort; having and using requisite knowledge, skill and effort
Evaluate Make a qualitative judgement taking into account different factors and using available knowledge/experience Explain Set out the purposes or reasons
Extensive Large in range or scope
Few A small number or amount, not many but more than one
High Advanced in complexity or development Independent Without reliance on others
Limited The work produced is small in range or scope and includes only a part of the information required; it evidences partial, rather than full, understanding
List Document a series of outcomes or events or information
Little A very small amount of evidence, or low number of examples, compared to what was expected, is included in the work
Many A large number of (less than ‘most’ see below)
Most Greatest in amount; the majority of; nearly all of; at least 75% of the content which is expected has been included
Occasionally Occurring, appearing or done infrequently and irregularly
Outline Set out main characteristics
Plan Consider, set out and communicate what is to be done Present 1. Produce an exposition/resumé for an audience (e.g. at the conclusion of the project to demonstrate what has been done and the outcome) 2. Set out (project) aims, content, outcomes and conclusions clearly/logically for the use/ benefit of others
Range The evidence presented is sufficiently varied to give confidence that the knowledge and principles are understood in application as well as in fact
Reasoned Justified, to understand and to make judgments based on practical facts
Relevant Correctly focused on the activity
Simple The work is composed of one part only, either in terms of its demands or in relation to how a more complex task has been interpreted by the learner
Some About 50% of the content which would have been expected is included
Sound Valid, logical, shows the learner has secured relevant knowledge/understanding
Support Teacher gives training, instruction, guidance and advice as appropriate and monitors activities to assist learners in tackling/completing their projects, ensuring authenticity and a fair and accurate assessment
Thorough Extremely attentive to accuracy and detail
Wide The learner has included many relevant details, examples or contexts thus avoiding a narrow or superficial approach, broad approach taken to scope/scale; comprehensive list of examples given