What Do MYP Science Command Terms Mean for Years 1–3?

MYP Science command terms are the specific verbs — describe, explain, identify, outline — that tell you what kind of response a question wants. In Years 1-3, the four you'll meet most are describe, identify, explain and outline, and each demands a different depth and shape of answer, not just 'more detail'.

Command terms decide how MYP Sciences criteria are marked — Criterion A (Knowing and Understanding) and Criterion C (Processing and Evaluating) reward specific verbs differently. Answer an 'explain' question with an 'identify'-level response and you'll sit in the lower mark bands even if every fact you wrote is correct.

'Describe' asks you to give a detailed account of what something is or does — no reasons needed. 'Explain' asks you to give reasons or causes — you must say why or how something happens, usually using a connective like 'because', 'this causes', or 'as a result'.

'Identify' means give a short, precise answer — a name, a label, or a specific fact from a diagram, graph or text. No explanation or reasoning is needed; a single word or short phrase is often the complete, correct answer.

'Outline' means give a brief summary or overview of the main points, without going into full detail or justification. It sits between 'identify' and 'describe' in depth — a short list or a few connected sentences covering the key steps or ideas.

'Explain' requires you to give reasons, causes or a step-by-step account of how or why something happens — not just what happens. Examiners look for a clear cause-and-effect chain, so your answer should read like a mini-argument, not a list of facts.

When 'describe' is applied to a graph, it means state what the data shows — the trend, direction, and any notable pattern — using specific values or units where possible. You're reporting what you see, not explaining the science behind it.

The fastest improvement comes from practising one habit: before answering, circle the command term and ask 'what does this verb actually want?' Students who do this consistently — even for 30 seconds per question — see fewer lost marks within a few weeks, because they stop answering the wrong depth of question.

The most common mistake is treating 'describe' and 'explain' as interchangeable — writing a description when an explanation is asked for, or vice versa. In my experience marking Year 1-3 work, this single mix-up accounts for a large share of marks lost on otherwise well-understood topics.

No — while some command terms like 'describe' and 'explain' appear across subjects, the MYP defines subject-specific command term glossaries, and Sciences has its own list tailored to Criteria A-D. A term can carry a slightly different expectation in Science than it does in Individuals and Societies or Language and Literature.

The core command terms stay largely the same, but the expected depth increases sharply. In MYP 1-3, 'explain' might need two or three sentences; by MYP 4-5, the same term expects a fuller scientific argument with evidence, often preparing students for the analytical demands of DP Sciences later on.

Each MYP Sciences criterion — A, B, C and D — has task-specific clarifications written by the teacher that translate the command term into what a full-mark answer looks like for that particular task. The command term sets the ceiling; the clarification sets the exact detail expected.