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Intended Learning Outcome:

To assimilate key language related to the module


Make a glossary of the jargon/phrases that are key to the module. You can develop a central glossary on the module VLE for students to refer to outside of class. You can add to it each week when a tricky term arises.

It can be beneficial for students to review this list when they are nearing assessments as a revision aid, as a guide to how much they have learnt or as a vocabulary booster for their writing.


Begin with a discussion of what students have learnt in the module so far. Ask what has been tricky, what is specific to the module and what seems to be key to the module.

Start a central list, asking students to contribute explanations to it. You could do this via email, directly onto the VLE, via an interactive in-class app such as v or onto the board.

Use the list to check learning – prioritise which terms need revising/discussing and which skills need practising.


There are many ways to run this activity depending on your time frame. You could use it:

• From early on in the module – adding the key terms covered each session

• As a revision exercise asking small groups to come up with a list of everything covered so far

• As a problem-solving exercise asking students to note which words on the list are unfamiliar/tricky

• As a test – asking students to list 10 key terms learned so far


Large Group Teaching:

This can work well with large groups, with small groups contributing to a central list.

Online Teaching:


Students will feel confident that they know what is expected of them in the module and can use the terms confidently.

Next Steps:

You can add to this list each week. You may also want to start a glossary of assessment terms for the module (see the Jargon Buster for Assessments TLA).

Links to other activities:

See the Jargon Buster for Assessments TLA:

Further reading:



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