Module 1 — Syllabus Deconstruction & Command-Word Mastery

1. Which command word primarily tests a student's ability to provide a balanced argument?

2. What is the primary objective of an 'Explain' command word?

3. Which of these is considered a high-order command word in the CAIE syllabus?

4. When a student is asked to 'Define', what is the most important requirement?

5. What differentiates 'Justify' from 'Describe'?

6. Why is the use of data crucial for high-order responses?

7. Which command word asks the student to draw a conclusion?

8. What is a common pitfall when answering 'Discuss' questions?

9. How should a teacher help students navigate command words?

10. In the hierarchy of command words, which is generally the most cognitively demanding?

1. A student consistently ignores the 'Discuss' command word and only writes from one perspective. What is the most effective pedagogical intervention?

2. You notice your class is confused by the difference between 'Explain' and 'Evaluate'. How do you resolve this?

3. How can you best integrate command-word training into a lesson on inflation?

4. A high-achieving student writes a brilliant essay but fails to use any data from the provided extract. How do you feed this back?

5. When teaching 'Define' to a mixed-ability class, what is the best strategy?

6. How should you approach a student who keeps writing essays that are too descriptive and not analytical?

7. During a departmental moderation session, how do you handle a colleague who marks 'State' questions too leniently?

8. Your class is struggling to 'Justify' their choices. What task should you set?

9. A student asks if they need to include a diagram for every command word. What is your response?

10. How do you prepare students for the final exam format in a two-week period?