Vocabulary access for all (glossary / pre-teach)
Aim (what it achieves)
Remove language barriers that cause disengagement and misbehaviour.
When to use
Start of topic; before reading-heavy tasks; before new key terms appear.
How to use (steps)
Teacher language (examples)
“These 6 words unlock today’s task.” “Point to the definition as you use it.”
Top tips (makes it work)
Keep it short; include an example sentence; revisit the words during questioning.
Common pitfalls
Giving a long wordlist; only giving it to SEND students; assuming students will use it.
SEND/PP considerations
Universal provision reduces stigma. Helps SEND/PP who may not ask for help.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: Yes
Tags
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Work avoidance / blank page / 'I can't'
Related strategies
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.
Provide universal task scaffolds (checklists / step cards for everyone)
Lower cognitive load so ‘I don’t know’ doesn’t become avoidance or disruption.
Plan ‘checks for understanding’ to prevent frustration-driven disruption
Catch confusion early so students don’t act out to escape difficult work.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.