Disciplinary Literacy

• Model disciplinary literacy in the classroom where appropriate
• Expose students to keywords early onin their learning journey so they meet the words often and understand the context

Targeted Vocabulary Instruction

• Use clear and concise definitions when introducing new words to students, but do not 'dumb down' words in a way that could potentially stifle their learning in future lessons.
• Use legitimate techniques, such as Frayer models and interleaving when introducing new vocabulary.
• Discussing the etymology of words, especially when breaking the word into parts, can provide a clearer understanding of the meaning (i.e. invariant point - a point which does not vary - a point which stays the same - a point which stays the same after a transformation).

Reading Comprehension

• When completing longer problem-solving questions, ensure students read them carefully, underlining and keywords which are important for the context of the question if necessary.
• Encourage students to break longer-worded questions into manageable chunks.
• Model how to find key information from questions and dedicate time to allow students to practise how this translates into specific calculations.

Academic Talk

• Only accept answers from students which are mathematically sound, scaffolding with prompts if appropriate.
• Demand students use key mathematical terminology in their explanations (i.e. numerator instead of top, reciprocate instead of flip).

Scaffolded Writing Activities

• Ensure students include all relevant information in the longer, more detailed A03 reasoning questions (especially the compare and contract questions at GCSE and A-level).
• Model and share success criteria for answers which require more writing, such as algebraic proof.