CONTENT

• Use models and exemplars wherever possible to show a finished product
• Use minimal amounts of texts on PPT slides with plenty of space to avoid clutter
• Provide keyword lists
• Allow the use of scaffolds for writing tasks
Use visual cues to help link learning
• Regularly go over learning to ensure retention of knowledge
• Model different ways of organising information, such as mind mapping or use of images

CLARITY

• Use models and exemplars wherever possible to show a finished product
• Use minimal amounts of texts on PPT slides with plenty of space to avoid clutter
• Provide keyword lists
• Allow the use of scaffolds for writing tasks
Use visual cues to help link learning
• Regularly go over learning to ensure retention of knowledge
• Model different ways of organising information, such as mind mapping or use of images

 CONTENT

• Unambiguous lesson/task aims and objectives so students know what they are learning and why
• Emphasise structures, methods and techniques, modelling and scaffolding gradually
• Demonstrate how to do things in a variety of ways, repeating yourself numerous times
•  Do not assume any retention of learning; present regular opportunities for recall and retention
•  Keep tasks moving so that open ended tasks have clear aim

 CLARITY

• Use concrete language which has clear meaning
• Explicitly teach new vocabulary and subject specific terminology, using techniques to embed that language understanding
• Revise key language terms regularly
• Use the classroom displays to assist with ‘talking points’ strategies or key words
•  Explicitly point out cross curricular links and
  vocabulary to provide connections

 CONTENT

• Unambiguous lesson/task aims and objectives so students know what they are learning and why
• Emphasise structures, methods and techniques, modelling and scaffolding gradually
• Demonstrate how to do things in a variety of ways, repeating yourself numerous times
• Keep tasks moving so that open ended tasks have clear aims and there is no opportunity for sitting with nothing to do
• Be as multi-sensory as possible in delivery of curriculum
• Use rewards and sanctions consistently Print off key ideas and stick in book

 CLARITY

• Short and clear instructions using concrete and clear language
• Avoid giving too much verbal information in one go
• Provide tasks and homework in structured step by step instructions
• Consider printing step by step instructions
• Use discussion and invite them into conversation using talking points strategies. Invite them to contribute by taking turns and not shouting out
• Model language in the classroom by referring to School Values

 CONTENT

• Unambiguous lesson/task aims and objectives so students know what they are learning and why
• Emphasise structures, methods and techniques, modelling and scaffolding gradually
• Demonstrate how to do things in a variety of ways, repeating yourself numerous times
• Do not assume any prior retention; keep returning to the key ideas

CLARITY

• Short and clear instructions using concrete and clear language
• Avoid giving too much verbal information in one go
• Provide tasks and homework in structured step by step instructions
• Explicitly teach new vocabulary and explain its origin and use
• Highlight imagery or metaphors when they are unavoidable
• Use discussion and invite them into conversation using talking points strategies. Invite them to contribute by taking turns and not shouting out
• Model language in the classroom by referring to School Values

 CONTENT

• Unambiguous lesson/task aims and objectives so students know what they are learning and why
• Emphasise structures, methods and techniques, modelling and scaffolding
  gradually
• Demonstrate how to do things in a variety of ways, repeating yourself numerous times
• Do not assume any prior retention; keep returning to the key ideas

 CLARITY

• Short and clear instructions using concrete and clear language
• Avoid giving too much verbal information in one go
• Provide tasks and homework in structured step by step instructions
• Explicitly teach new vocabulary and explain its origin and use
• Highlight imagery or metaphors when they are unavoidable
• Use discussion and invite them into conversation using talking points strategies. Invite them to contribute by taking turns and not shouting out
• Model language in the classroom by referring to School Values

 CONTENT

• Pre-teach vocabulary and concepts (especially topic-specific words, names, and abstract terms).
• Use visuals heavily: diagrams, images, timelines, word banks, model examples, success criteria.
• Provide written support: lesson outlines, key slides, keyword lists, captions/subtitles on videos, transcripts when possible.
• Make audio content accessible: avoid uncaptioned clips; summarise audio-only information; check the pupil can access listening tasks.

 CLARITY

• Get attention first: say the pupil’s name, use a visual cue, wait for eye contact before giving key information
• Face the class when speaking and avoid talking while writing on the board or moving around with your back turned.
• Chunk instructions into short steps and present them in more than one way (spoken + written/visual).
• Use consistent key language (the same words for routines and transitions).
• Signal changes clearly: “First… then…”, “Stop and listen”, “This is important”.
• Repeat or rephrase strategically: repeat key points; if not understood, rephrase rather than just saying it louder.
• Allow extra processing time after questions and instructions

 CONTENT

Reduce unnecessary physical load so the pupil can focus on learning:

• Shorter copying tasks; provide printed sheets or digital copies.
• Use assistive tech (typing, speech-to-text, word prediction) where appropriate.

Plan for fine motor demands:

• Alternatives to long handwritten work (oral presentations, recorded responses, slide decks).

Adapt practical subjects thoughtfully:

• PE: focus on inclusion, skill development, and personal bests; adapt equipment/rules; provide meaningful roles.
• Science/DT/Art: adjust tools, workstation height, task sequence, or partner roles so the pupil participates in core learning.

 CLARITY

• Give time warnings and transitions: “In 2 minutes we’ll pack away.” This supports pacing and movement planning.
• Break down movement-heavy tasks: teach a step-by-step routine for setting up equipment, collecting resources, or moving to stations.
• Offer multiple ways to respond: spoken answer, pointing, typing, partner scribe, choice cards—so understanding isn’t limited by writing speed or fine motor fatigue.
• Be explicit about what matters: separate learning goal from method: “I’m assessing your science explanation, not how fast you can write it.”

 CONTENT

• Provide materials in the right format:
  large print, modified worksheets, braille, tactile diagrams, audio, or accessible digital files (depending on the pupil).
• Make print and slides VI-friendly (when appropriate):
  Clear sans-serif fonts, adequate size, strong contrast.
  Minimal clutter; more spacing.
  Avoid information carried only by colour (use labels/patterns).
• Ensure digital accessibility:
  Editable text (not scanned images).
  Headings, readable PDFs, keyboard navigation.
  Alt text for images where it adds meaning.
• Plan for subjects with heavy visual load:
  Maths/science: accessible notation, tactile models, explicit description of demonstrations.
  PE/playground: inclusive rules, audible cues, clear boundaries, safe space awareness.

 CLARITY

• Verbalise everything that’s otherwise visual:
  “I’m underlining the title,” “I’ve written three bullet points.”
• Avoid “over there / this / that.”:
  Use precise directions: “On the board, right-hand column, second line.”
• Read aloud what you write:
  (key words, homework, steps, model answers).
• Give one instruction channel the pupil can access:
  (spoken + accessible written version).
• Pause for processing and navigation:
  finding the right page, opening an app, zooming in, using a screen reader—this takes time.