When it comes to teaching science, words are like magic keys. They don't just label things; they open doors to understanding all the fascinating aspects of our world. Think of scientific vocabulary as the special keys that allow students to understand complex concepts and make links and connections within the science curriculum.
Words in science can be quite tricky because many of them have multiple meanings depending on the context. Take the word "cell ," for example:
In biology, a cell is recognised as the basic unit of life. In the field of architecture, it typically refers to a small, enclosed space, such as a prison cell. Meanwhile, in physics and engineering, a cell denotes a single electrochemical unit capable of generating electrical energy. Then there's "volume"—normally, we think about how loud something is, but in science, volume is also all about the amount of space something takes up. These different meanings can be confusing, especially for students with SEND. That is why it is so important for teachers to explain and clarify these terms, making sure everyone understands the context.
Scientific terminology forms the backbone of the secondary science curriculum, where students are expected to grasp and apply a vast array of specialised terms. This linguistic demand can be particularly daunting for students with SEND. By focusing on clear, explicit teaching methods, we can help all students to process, comprehend and embed the vocabulary necessary for success in science.
So, how can we support vocabulary acquisition? Explicit vocabulary instruction needs to be part of a school’s ordinarily available provision. Using strategies aligned to the Education Endowment Foundation’s (EEF) SEND five-a-day approach, some key principles to think about are presented here:
Consistent approach
A consistent approach to teaching vocabulary is key to helping students grasp complex concepts. Adopting Alex Quigley's approach can significantly enhance this consistency across the curriculum.
- Select: Start by previewing the topic content, including any reading material, to identify essential vocabulary that students need to understand. It is crucial not to assume what students may or may not know. Use open-ended questions before a lesson or topic to gauge students' level of understanding.
- Explain: Explicitly teach the selected words. Pre-teaching vocabulary can boost a student with SEND’s confidence, and engagement as well as providing them with the knowledge. Provide student-friendly definitions, discuss examples and non-examples. Use visuals, and offer multiple meaningful examples using tools such as the Frayer model as seen in the example here:
- Explore: Dive into the structure and construction of words to support language acquisition. Students with SEND often struggle with morphology, making it harder for them to connect related words and understand complex language structures. Breaking down words can help bridge this gap.
This example taken from our HFL Secondary Science: Inclusive strategies to support learners with SEND eLearning resource, shows how understanding the structure and etymology of thermometer will unlock students’ ability to make connections to other related words such as thermos flask, thermal, thermostatic, and thermodynamics.
- Consolidate: Ensure students are repeatedly exposed to the vocabulary to deepen their understanding and ensure that they have time to practice using the words in different contexts. Repetition and reinforcement are key to helping all students, especially those with SEND, embed and recall scientific terms.
Working walls
Working walls are an invaluable and often underused tool in the secondary science classroom. By consistently displaying essential terminology, working walls can help support ongoing learning and engagement, reinforcing student’s understanding and aiding retention. Consider using your working walls to prominently feature key vocabulary such as GCSE command words and terms related to working scientifically. For students with SEND, who may struggle with language and processing difficulties, having a visual alongside the vocabulary can be particularly beneficial.
Graphic organisers
Graphic organisers are a helpful example of dual coding – presenting visual and verbal explanations at the same time – and can be used to present information in a clear and accessible format. This can support students with SEND to process, understand, retain, and use language more easily. Visual cues can be presented in many ways including simple images, flow charts and diagrams as shown below:
When used effectively, teachers select information and key vocabulary whilst embedding visual cues linked to the curriculum focus. Teachers should consider how these will be displayed both in the classroom and in students’ books.
Speaking frames and discussion prompts
Speaking frames and discussion prompts are key to supporting students with language processing difficulties[i]. They provide students with a structure such as sentence starters and key phrases that help them articulate their thoughts more clearly and confidently. These tools are especially beneficial for students with SEND, as they reduce the cognitive load associated and help students focus on the content of their responses.
Unlocking next steps
Share this blog with your science leader, teachers and teaching assistants within the science department, and senior leaders - many of these strategies can be applied across the curriculum. Find a time to read it together with the science department and reflect on the approaches highlighted. Ask yourselves:
- Which of these methods do we use regularly and what difference has it made?
- How could we develop the use of these tools further?
- Can we share ideas of when these tools have worked well in lessons?
Work together to identify one approach that everyone will focus on. Put it into practice and reconvene after an agreed time to reflect on its impact.
Developing an inclusive classroom through explicit vocabulary instruction is essential for unlocking the potential of all students, especially those with SEND. By working together and continuously refining our teaching, we can unlock the magic of scientific words for all our students.
For further practical examples of inclusive classroom strategies access our training resource: Secondary Science: Inclusive strategies to support learners with SEND.
Our SEND and science teams are also available to offer further guidance:
References:
1. Widgit Online. Widgit Software | Widgit Symbols Help Communication
2. Alex Quigley (2018) “Closing the Vocabulary Gap”
3. Education Endowment Foundation (July 2021). https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions
