Teach a few essential terms that unlock the current task.
Equal forces in opposite directions.
The resultant force is zero. This alone does not tell us whether the object is moving.
Science: resultant, balanced, acceleration. Use a force diagram to link each term to the relationship between forces and motion.
Select three terms essential to the next learning task, with a visual or example for each.
Show the three terms and connect each to a concrete example.
Ask learners to say, point to or sketch the meaning.
Use the terms in a short subject explanation.
Return to them in the task and again at the end.
Keep the terms visible initially, then ask for an explanation without the display.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Select three terms essential to the next learning task, with a visual or example for each.
Show the three terms and connect each to a concrete example. Ask learners to say, point to or sketch the meaning.
Change the diagram and ask learners to select the relevant term and explain it.
Keep the terms visible initially, then ask for an explanation without the display.
Change the diagram and ask learners to select the relevant term and explain it.
Adapt these prompts to the task and your learners.
Our purpose is: Teach a few essential terms that unlock the current task.
Which detail supports your explanation? Show me how you know.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Maths: gradient, intercept, coordinate before graph work.
Humanities: cause, consequence, significance before analysing an event.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Use the task, response and evidence check as a starting point for your curriculum.
Preview resultant, direction and balanced before reading a force diagram.
Resultant is the combined effect; direction tells us where it acts; balanced means zero resultant.
Ask learners to use the words with a new diagram.
Preview origin, purpose and limitation before analysing a source.
Origin identifies who, when and where; purpose considers intention; limitation qualifies what we can establish.
Check each term against the source rather than a memorised list.
Preview narrator, perspective and inference before discussing an extract.
The narrator tells the story from a perspective; our inference needs support from details.
Ask learners to distinguish what is stated from what is inferred.
Preview axis, interval and gradient before interpreting a graph.
The axes name quantities; the interval defines the section; gradient measures a rate of change.
Check that learners use the chosen interval and units.