1. Gain attention before important information
If a pupil isn't attending, they can miss part of the message before they have a chance to process it. Use the pupil's name, a consistent attention signal, and reduce competing noise. Mark the start of an important instruction clearly, and avoid giving key information while pupils are moving or talking.
2. Chunk instructions
"Get your science book." Pause. "Turn to page 23." Pause. Long instructions load both comprehension and working memory. Chunking should not mean lowering the learning objective — it makes the route to the learning clearer.
3. Pair spoken language with visuals
Pictures, photographs, diagrams, symbols, written keywords, visual timetables, now/next boards, step-by-step sequences, worked examples. A visual gives the pupil something to return to instead of relying wholly on speech.
4. Pre-teach important vocabulary
Pick a small number of key words. For each: what does it mean, what does it look like, what does it sound like, can I show an example, can pupils hear and use it in context? Before a science lesson: show evaporation, explain it accessibly, use it in a sentence, return to it during the lesson.
5. Give processing time
Ask, pause, allow thinking time, then invite responses. Avoid immediately repeating or rephrasing simply because no answer came straight away.
6. Check understanding
"What will you do first?" "Show me where you're going to start." "Which resource do you need?" "Tell your partner what the instruction means." A pupil may say yes to "Do you understand?" while unsure.
7. Use clear, purposeful language
Instead of "What I'd like you to do now, before you get started, is to have a really careful look at the examples...", try: "Look at the examples." Pause. "What do you notice?" Reduce unnecessary complexity while keeping appropriate academic language.
8. Model rather than explain everything
Demonstrate the first question, show how equipment is used, model a sentence, demonstrate the sequence, think aloud through an example. Show it where showing is clearer than explaining.
9. Rephrase rather than simply repeat
"Put your resources away in the appropriate location" becomes "Put the pencils back in the pencil tray." Familiar, concrete language is often more accessible when repetition hasn't worked.
10. Build language into meaningful talk
Partner discussion, structured talk, explaining an answer, describing a process, retelling, role play, collaborative problem-solving. Language develops through opportunities to use it, not passive exposure alone.
At a glance
Gain attention — ensure information is noticed. Chunk — reduce language demands. Visuals — another route in. Pre-teach vocabulary — build access to key language. Processing time — allow time to understand and respond. Check understanding — find out what was actually understood. Clear language — remove unnecessary complexity. Model — show as well as tell. Rephrase — change the language when repeating isn't enough. Purposeful talk — meaningful opportunities to use language.
