Subject Specific Vocabulary/Document - Revision history

SimonKnight at 15:31, 17 September 2012

2012-09-17T15:31:41Z

← Older revision		Revision as of 15:31, 17 September 2012
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	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| '''pitch'''
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE)		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE)
	[[Image:FootBallPitch.png\|80px]]		[[Image:FootBallPitch.png\|80px]]
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music)		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music)
	[[Image:PitchStave.png\|~~100px~~]]		[[Image:PitchStave.png\|120px]]

	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| '''volume'''
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness
	[[Image:VolumeLoud.png\|80px]]		[[Image:VolumeLoud.png\|80px]]
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	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| bias		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| '''bias'''
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| subjective point of view		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| subjective point of view
	[[Image:BiasQuestion.png\|~~80px~~]]		[[Image:BiasQuestion.png\|60px]]

	(general/English)		(general/English)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| cut diagonally across the warp		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| cut diagonally across the warp
	[[Image:BiasTextiles.gif\|~~80px~~]]		[[Image:BiasTextiles.gif\|150px]]

	(textile technology)		(textile technology)

SimonKnight at 15:30, 17 September 2012

2012-09-17T15:30:37Z

← Older revision		Revision as of 15:30, 17 September 2012
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	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE) [[Image:FootBallPitch.png\|80px]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music) [[Image:PitchStave.png\|~~80px~~]]		[[Image:FootBallPitch.png\|80px]]
			\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music)
			[[Image:PitchStave.png\|100px]]

	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness [[Image:VolumeLoud.png\|80px]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness
			[[Image:VolumeLoud.png\|80px]]

	(general/music)		(general/music)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| large book (general/English) [[Image:VolumeBook.png\|80px]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| large book (general/English)
			[[Image:VolumeBook.png\|80px]]

	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| bias		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| bias
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| subjective point of view [[Image:BiasQuestion.png\|80px]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| subjective point of view
			[[Image:BiasQuestion.png\|80px]]

	(general/English)		(general/English)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| cut diagonally across the warp [[Image:BiasTextiles.~~png~~\|80px]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| cut diagonally across the warp
			[[Image:BiasTextiles.gif\|80px]]

	(textile technology)		(textile technology)

SimonKnight at 15:28, 17 September 2012

2012-09-17T15:28:29Z

SimonKnight at 15:25, 17 September 2012

2012-09-17T15:25:56Z

← Older revision		Revision as of 15:25, 17 September 2012
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	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE) [[Image:FootBallPitch.png\|~~40px~~]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE) [[Image:FootBallPitch.png\|60px]]
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music) [[Image:PitchStave.png\|~~40px~~]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music) [[Image:PitchStave.png\|60px]]

	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness [[Image:VolumeLoud.png\|60px]]

	(general/music)		(general/music)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| large book (general/English)		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| large book (general/English) [[Image:VolumeBook.png\|60px]]

	\|-		\|-

SimonKnight at 15:22, 17 September 2012

2012-09-17T15:22:48Z

← Older revision		Revision as of 15:22, 17 September 2012
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	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE)		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE) [[Image:FootBallPitch.png\|40px]]
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music)		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music) [[Image:PitchStave.png\|40px]]

	\|-		\|-

SimonKnight at 15:19, 17 September 2012

2012-09-17T15:19:16Z

← Older revision		Revision as of 15:19, 17 September 2012
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	{\| style="border-spacing:0;"		{\| style="border-spacing:0;"
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Subject-specific vocabulary		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Subject-specific vocabulary'''

	\|-		\|-
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Your department may already have word walls to which pupils can refer. However, it is vital that these words are explicitly taught for meaning. Vocabulary needs to be contextualised, so the words on the wall should only relate to the work in hand.		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Your department may already have word walls to which pupils can refer. However, it is vital that these words are explicitly taught for meaning. Vocabulary needs to be contextualised, so the words on the wall should only relate to the work in hand.

	The more explicit the teaching of vocabulary that is done in Key Stage 3, the better pupils will manage in Key Stage 4.		The more explicit the teaching of vocabulary that is done in Key Stage 3, the better pupils will manage in Key Stage 4.
			\|}




	\|}
	'''Words and their meanings'''		'''Words and their meanings'''

	Consider the following words and how their meaning varies depending on the context in which they appear.		Consider the following words and how their meaning varies depending on the context in which they appear.


	How many other meanings can you think of for volume and pitch?		How many other meanings can you think of for volume and pitch?



	{\| style="border-spacing:0;"		{\| style="border-spacing:0;"
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	{\| style="border-spacing:0;"		{\| style="border-spacing:0;"
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Exemplification of subject-specific vocabulary in reading'''		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Exemplification of subject-specific vocabulary in reading'''




	\|-		\|-
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Either, observe a colleague, paying particular attention to subject specific language (you might like to observe a different subject), or watch video sequence 13a from the DfES DVDs from ''Extending literacy across the curriculum 2'', and shows a teacher teaching RE to a mixed-ability Year 8 group. As you watch the video, focus on the following.		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Either, observe a colleague, paying particular attention to subject specific language (you might like to observe a different subject), or watch video sequence 13a from the DfES DVDs from ''Extending literacy across the curriculum 2'', and shows a teacher teaching RE to a mixed-ability Year 8 group. As you watch the video, focus on the following.

	• What does the teacher see as the issues for vocabulary in the lesson?		* What does the teacher see as the issues for vocabulary in the lesson?

	• How does she stage the learning to ensure pupils have grasped the meanings of the relevant vocabulary?		* How does she stage the learning to ensure pupils have grasped the meanings of the relevant vocabulary?

	• How are the pupils learning English as an additional language supported in their understanding of key words?		* How are the pupils learning English as an additional language supported in their understanding of key words?

	• How does the vocabulary work contribute to the overall success of the lesson?		* How does the vocabulary work contribute to the overall success of the lesson?

	• What are the implications of the extract for your teaching?		* What are the implications of the extract for your teaching?

	\|}		\|}




	{\| style="border-spacing:0;"		{\| style="border-spacing:0;"
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Classroom assignment: subject-specific vocabulary'''		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Classroom assignment: subject-specific vocabulary'''




	\|-		\|-
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Think about a topic you will be teaching shortly. List the vocabulary pupils might need and decide how you will familiarise pupils with it, if necessary.		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| Think about a topic you will be teaching shortly. List the vocabulary pupils might need and decide how you will familiarise pupils with it, if necessary.
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	{\| style="border-spacing:0;"		{\| style="border-spacing:0;"
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Practical tips'''		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| '''Practical tips'''




	\|-		\|-
	\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\| • Pupils are more likely to remember vocabulary if they investigate it or work out meanings for themselves in pairs or groups.		\| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"\|
			* Pupils are more likely to remember vocabulary if they investigate it or work out meanings for themselves in pairs or groups.
	• It can be helpful to make links to affixes if that is relevant, e.g. ''photo ''meaning light in photography and photosynthesis; ''bio ''meaning life in biography and biology.		* It can be helpful to make links to affixes if that is relevant, e.g. ''photo ''meaning light in photography and photosynthesis; ''bio ''meaning life in biography and biology.
			* It helps if pupils record the vocabulary and its relevant meanings on posters as an ''aide-mémoire ''and/or develop their own glossaries.
	• It helps if pupils record the vocabulary and its relevant meanings on posters as an ''aide-mémoire ''and/or develop their own glossaries.		* You might find it helpful to talk to a colleague about their subject-specific vocabulary and whether there are explicit links like the above which you can both make to demonstrate the ''portable ''nature of some affixes.

	• You might find it helpful to talk to a colleague about their subject-specific vocabulary and whether there are explicit links like the above which you can both make to demonstrate the ''portable ''nature of some affixes.

	\|}		\|}

SimonKnight: Created page with " {| style="border-spacing:0;" | style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Subject-specific vocabular..."

2012-09-17T15:18:02Z

Created page with " {| style="border-spacing:0;" | style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Subject-specific vocabular..."

New page

{| style="border-spacing:0;"
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Subject-specific vocabulary

|-
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Your department may already have word walls to which pupils can refer. However, it is vital that these words are explicitly taught for meaning. Vocabulary needs to be contextualised, so the words on the wall should only relate to the work in hand.

The more explicit the teaching of vocabulary that is done in Key Stage 3, the better pupils will manage in Key Stage 4.

|}
'''Words and their meanings'''

Consider the following words and how their meaning varies depending on the context in which they appear.

How many other meanings can you think of for volume and pitch?

{| style="border-spacing:0;"
| style="border:none;padding:0cm;"|
| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| '''Word'''
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| '''Meaning 1'''
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| '''Meaning 2'''

|-
| style="border:none;padding:0cm;"|
| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| pitch
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| field of play (PE)
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| acuteness/graveness of tone (music)

|-
| style="border:none;padding:0cm;"|
| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| volume
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| degree of loudness

(general/music)
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| large book (general/English)

|-
| style="border:none;padding:0cm;"|
| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| bias
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| subjective point of view

(general/English)
| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| cut diagonally across the warp

(textile technology)

|-
| colspan="5" style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"|
| style="border-top:none;border-bottom:none;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"|

|-
| colspan="3" |
| colspan="3" |

|}

{| style="border-spacing:0;"
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Exemplification of subject-specific vocabulary in reading'''

|-
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Either, observe a colleague, paying particular attention to subject specific language (you might like to observe a different subject), or watch video sequence 13a from the DfES DVDs from ''Extending literacy across the curriculum 2'', and shows a teacher teaching RE to a mixed-ability Year 8 group. As you watch the video, focus on the following.

• What does the teacher see as the issues for vocabulary in the lesson?

• How does she stage the learning to ensure pupils have grasped the meanings of the relevant vocabulary?

• How are the pupils learning English as an additional language supported in their understanding of key words?

• How does the vocabulary work contribute to the overall success of the lesson?

• What are the implications of the extract for your teaching?

|}

{| style="border-spacing:0;"
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Classroom assignment: subject-specific vocabulary'''

|-
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Think about a topic you will be teaching shortly. List the vocabulary pupils might need and decide how you will familiarise pupils with it, if necessary.

|}

{| style="border-spacing:0;"
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Practical tips'''

|-
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| • Pupils are more likely to remember vocabulary if they investigate it or work out meanings for themselves in pairs or groups.

• It can be helpful to make links to affixes if that is relevant, e.g. ''photo ''meaning light in photography and photosynthesis; ''bio ''meaning life in biography and biology.

• It helps if pupils record the vocabulary and its relevant meanings on posters as an ''aide-mémoire ''and/or develop their own glossaries.

• You might find it helpful to talk to a colleague about their subject-specific vocabulary and whether there are explicit links like the above which you can both make to demonstrate the ''portable ''nature of some affixes.

|}

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	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| pitch
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE) [[Image:FootBallPitch.png\|~~60px~~]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| field of play (PE) [[Image:FootBallPitch.png\|80px]]
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music) [[Image:PitchStave.png\|~~60px~~]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| acuteness/graveness of tone (music) [[Image:PitchStave.png\|80px]]

	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| volume
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness [[Image:VolumeLoud.png\|~~60px~~]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| degree of loudness [[Image:VolumeLoud.png\|80px]]

	(general/music)		(general/music)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| large book (general/English) [[Image:VolumeBook.png\|~~60px~~]]		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| large book (general/English) [[Image:VolumeBook.png\|80px]]

	\|-		\|-
	\| style="border:none;padding:0cm;"\|		\| style="border:none;padding:0cm;"\|
	\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| bias		\| style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"\| bias
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| subjective point of view		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"\| subjective point of view [[Image:BiasQuestion.png\|80px]]

	(general/English)		(general/English)
	\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| cut diagonally across the warp		\| colspan="2" style="border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"\| cut diagonally across the warp [[Image:BiasTextiles.png\|80px]]

	(textile technology)		(textile technology)