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Correct use of key terms to describe processes

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Biology

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Using high quality models of writing

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Specificity
Misunderstanding Describe vs Explain command word
Misuse of similar vocabulary

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Using sociological key terms

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Consistent use of vocabulary.

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Clarity of argument

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Key technical terminology to learn and use correctly

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Accessing contemporary sources with challenging language

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Poor grammar and sentence construction.
Weak grasp of subject specific vocabulary.
Poor essay structure / control of argument.

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Generalisations of vocabulary

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Specificity

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Students not knowing difference between command words. Students not explaining in answers, only describing.

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Author influence- bias present in information

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Understanding the questions posed

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Repetition of descriptive words in written work.

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Confusing everyday uses of words with the specific scientific use.

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Specificity and preciseness in spoken language, eg. students saying things like "the speed accelerates" when they "the object accelerates"

Confusing very simular language e.g distinction between electric potential and electric potential energy

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Students think they don't need to have a good general Vocabulary and they don't need to pay attention to very specific language.

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Imprecise language, using a sentence where a key bit of vocab is necessary.

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Limited time to support coursework essay goes towards big ideas and analysis and then I realise some can’t construct a sentence…

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“Oracy essay” strategy. Mindmap key vocabulary to use. Write on board. Students explain process to partner while partner counts on fingers how many keywords they use in explanation

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Students struggle to read a question and find the right parts of the theory of research to link it to. Misreading what's being asked and how they should respond

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Encouraging redrafting

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Biology
Structuring long answers, problema in punctuation and sentence structure

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dont read full questions

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Using the same vocabulary every lesson and frequently returning to keywords

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Understanding complex terminology.
Having to read academic texts (issues with length and complexity).

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Short sentences

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Narrative writing (summarising what they know or have read) rather than critical, analytical or evaluative writing.

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Knowing what skill to use when, especially when it is a text heavy question.

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Students always say break down whereas it should be hydrolysed!

Similarly, make needs to be replaced by synthesise.

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Lots of wider reading!
Modelling essay writing.
Practice / recall / application of key vocabulary.

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Students have got a very low literacy level for a highly demanding course in terms of literacy.

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technical meaning of words used

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Students coming in on lower entry criteria, whilst still doing resits in GCSE English and accessing course content

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- Lots of key terms and definitions to define
- High expectations of reading around the subject to enhance their evaluations
- correct use of examples and using them in judgements in essays.
- writing at pace

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Primary sources and archaic language

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Use of regular academic preparation work to expose student to academic language

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Give them a list of command words at the beginning of a topic / year. Have them available in some mock assessments perhaps

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Writing key terminology on the board, to ensure accuracy of spelling. Regular drilling and review of key vocab in subsequent lessons. Pushing students to refine their verbal answers with the precise terminology.

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Use of atomic vs covalent vs ionic radii or use of generic terms like “size of atoms”

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Decoding exam questions

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Ask student’s to ‘translate their answer into biological language’

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- Key terminology use. Being specific with their language.
- Being lazy with depth of analysis
- understanding what theory to apply to context
- reading difficult numerical data

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Identification of scientific literacy terms (vocab) during lessons.
Discussing Latin roots in key terms to help decode new terms
Use resources and media that provide real world examples (journal articles, podcasts, documentaries)

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Understanding new grammatical concepts in the target language. i.e. in Spanish: the concept of gender/number agreement or the subjunctive mood in verb conjugation.

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Poor communication between students, sometimes leading to more confusion when they attempt to help eachother

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Repeating their language back, asking them or the class to attempt to correct it or asking them what could be changed

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MFL - expressing complex ideas in different ways; accuracy with verbs; understanding principles underlying language they’re trying to produce; awareness of register and nuance in l2

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‘Reading in between the lines’

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Economics - a lot of language around politics students are unfamiliar with , even ‘left ‘ and right’ of political spectrum

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Take students on a field trip to the library and encourage them to take out a book, any book.

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Use of correct anatomy terminology

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Modeling. Getting them to read good and bad answers, finding the differences and turning a bad answer to a good one by reading and finding the right information

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Students using words they have no idea what they mean

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PEEL paragraph with a mathematical knowledge learnt in the topic. point: I know that… Evidence: working out a question Explanation: write conclusions of the working out. Link: link new knowledge with previous knowledge or with real life situations

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Unable to derive the correct information from the question.

Answers are unstructured and do not have a clear progression of logic.

Unreadable explanations, repition of points.

Inability to evaluate in statistics

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Explicitly teaching difficult vocabulary. Pausing the lesson/ asking students for definitions.
Reading aloud to students (modelling).
Encouraging reading outside of coursework.

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Refer to specific keywords in every lesson and recall tasks. Make part of your reflection keyword based

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Read read read scientific writing.

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- regular testing of definitions throughout the year
- clear essay writing structures to follow

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Anachronistic works, e.g “the public”, not people.

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Visualiser to annotate question extensively before students attempt

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Etymology Do Nows...

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Explaining processes by ordering key language students must use

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Bouncing several answers around the room until you hit the key vocabulary- and then get the original students to repeat it!

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Etymology, keyword development into confident written and verbal communication, and understanding expectations of command words and execution of successful responses.

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- Etymology of words
- breaking down graphs and taking the time to really explain them
- reading articles together to model
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Understanding the essay form

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Give a template for answering extended questions. Students review own extended questions

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Teach basic Latin and Greek prefixes and suffixes

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give the tome to read a question, identify key words and identify clearly what the question requires