Word lists are all very well but do we carefully plan when words are acquired and then applied in a more sophisticated way across the key stage? It is often said that children need to hear a word spoken in context ten times before they begin to use it in their own spoken language. So the most important thing is to focus on the high frequency words, which are listed below.
Think about ensuring these words are used by the staff, are then used by pupils in their oral responses, and then used by pupils, when appropriate, in their written responses. Needless to say, pupils will only really start using these words in their written answers if they have first rehearsed them orally in their answers and group discussions. That’s why we provide so many opportunities for them to talk about questions that puzzle and interest them. Its not about learning definitions that they can then parrot back to OFSTED ( no matter how much inspectors would like this as it makes their job so much easier!). What we want is pupils who use important words in context as talking about that period without them is virtually impossible. So there’s
