Also known as: semantic gradients, word gradients, word spectrums, word clines

Clines are sequences of words that go from one extreme to another, for example, from impossible to certain, or from weak to strong. They:

  • can be used by educators to explore a student's prior knowledge of vocabulary or as a discussion topic among a group or whole class
  • support students to expand their vocabulary
  • may assist educators as a concept check, however, a learner's ability to use a cline does not mean that they can use the target language in context.

Semantic gradients

ICT templates

Learning activity templates

Office 365

Google G Suite


Make sure you are logged into your Microsoft account or Google account before accessing these templates. For more support refer to Getting started with technology

How to use with ICT

If you use presentation software in class, you can include a clinet exercise as a slide with text boxes to drag around. The slides could also be shared with students for small group or individual work and then different answers compared. A form could be used to collect individual student responses and the results exported to a spreadsheet to see how the class responses varied.

Single computer

Project the clinet and discuss the placement of individual words.

External resources

Find out more resources
Title Link Description
Semantic gradients Semantic gradients This article from Reading Rockets gives the rationale for, a guide to, and videos of using semantic gradients.
Collecting emotive words in context Activity 1: collecting emotive words in context This page includes an activity for students collecting emotive words and placing them on a gradient.


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Personalised learning

Disability, Learning and Support

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.