National Curriculum
This page consists of an extract from the National Curriculum; KS3 & KS4, Department for Education, extracts from the Programmes of Study; the Top Fifty Challege: link to the National Curriculum; statutory word lists for years three and four and five and six respectively.
6.4 Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, and older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language. Word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.
They should also teach pupils how to work out and clarify the meanings of unknown words and words with more
than one meaning. Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words.
The syllables, that construct the statutory words below, are taught as part of the reading and spelling exercises covered with these year groups. Many of the meanings are also taught depending on the ability level of the groups.The meanings of the suffixes: 's,' 'es,' 'ing,' 'est' and the prefix 'un' are taught in year one in accordance with the statutory requirements. The vowel digraphs 'oo' and 'ee' have been chosen and the consonant digraphs 'sh' and 'th' are also taught to year one and revised in year two when 'ch' and 'wh' are added to the programmme alongside the statutory 'ment,' 'ness,' 'ful,' 'less,' and 'ly.' To build on vowel digraphs 'ay' and 'ei' are taught.
Top Fifty Challenge
Lexicology for Reading 'Top Fifty Challenge' is a ten minute test that can be administered, by schools and colleges, pre and post course to monitor progress in understanding and application of 50/57 named affixes in KS1 & KS2 National Curriculum. This test may also be used to ascertain which students would benefit most from attending an intervention programme as Lexicology is great preparation for secondary school. The Top Fifty Challenge is also used to assess Yr 7 students prior to a catch up programme. Lexicology is an effective use of Yr 7 Literacy Catch Up Premium funding.
Word list – years 3 and 4
accident(ally)
actual(ly)
address
appear
arrive
believe
bicycle
breath
breathe
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
continue
decide
describe
different
difficult
disappear
early
earth
eight/eighth
enough
exercise
experience
experiment
extreme
famous
favourite
February
forward(s)
fruit
grammar
group
guard
guide
heard
heart
height
history
imagine
increase
important
interest
island
knowledge
learn
length
library
material
medicine
mention
minute
natural
naughty
notice
occasion(ally)
often
opposite
ordinary
particular
peculiar
perhaps
popular
position
possess(ion)
possible
potatoes
pressure
probably
promise
purpose
quarter
question
recent
regular
reign
remember
sentence
separate
special
straight
strange
strength
suppose
surprise
therefore
though/although
thought
through
various
weight
woman/women
Word list – years 5 and 6
accommodate
accompany
according
achieve
aggressive
amateur
ancient
apparent
appreciate
attached
available
average
awkward
bargain
bruise
category
cemetery
committee
communicate
community
competition
conscience*
conscious*
controversy
convenience
correspond
criticise (critic + ise)
curiosity
definite
desperate
determined
develop
dictionary
disastrous
embarrass
environment
equip (–ped, –ment)
especially
exaggerate
excellent
existence
explanation
familiar
foreign
forty
frequently
government
guarantee
harass
hindrance
identity
immediate(ly)
individual
interfere
interrupt
language
leisure
lightning
marvellous
mischievous
muscle
necessary
neighbour
nuisance
occupy
occur
opportunity
parliament
persuade
physical
prejudice
privilege
profession
programme
pronunciation
queue
recognise
recommend
relevant
restaurant
rhyme
rhythm
sacrifice
secretary
shoulder
signature
sincere(ly)
soldier
stomach
sufficient
suggest
symbol
system
temperature
thorough
twelfth
variety
vegetable
vehicle
yacht