Subject Specific Vocabulary/Document
|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?
|field of play (PE)
|acuteness/graveness of tone (music)
|degree of loudness
|large book (general/English)
|subjective point of view
|cut diagonally across the warp
|Exemplification of subject-specific vocabulary in reading
|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.
|Classroom assignment: subject-specific vocabulary
|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.