Page 39 - The East Sussex Way

communication between schools is often a barrier to effective
transition, with time and workload restraints limiting schools’ ability
to make collaborative decisions, follow them through and build on
them year by year.

The introduction of a local framework, agreed across primary and
secondary schools, will provide a shared understanding of the
importance of vocabulary and effective strategies to be used in the
classroom and across transition. Key points to consider include:

• Use of high quality texts to support the teaching of
vocabulary and extend pupils’ language acquisition.
• Promoting and maintaining a planned and cohesive
approach to vocabulary building across the

curriculum.
• Developing a shared primary - secondary approach
for embedding new vocabulary.
• Pre-teaching at primary agreed tier 2 academic
vocabulary so that pupils are better prepared for the
secondary curriculum.

Further reading on vocabulary

Ashford, K. (2020). Building Brilliant Vocabulary: 60 lessons to close the
word gap in KS3. Harper Collins.

Institute of Education. (2008). What Makes a Successful Transition from
Primary to Secondary School. DCSF.

Jennings, A. (2019). Vocabulary Ninja, Mastering Vocabulary,
Activities to Unlock the World of Words. Bloomsbury.

Kame’enui, E.J. et al. (2003). Vocabulary Instruction, Research to
Practice. Solving Problem in the teaching of literacy. Guildford Press.

Marulin, L. et al. (2010). The effects of Vocabulary Intervention on
Young Children’s Word Learning. Review of Educational Research.

Nagy, W. & Scott, E. Vocabulary Processes. In Kamil et al (Eds).
(2000). Handbook of Reading Research. Vol 3, pp269-284. Lawrence
Erlbaum Association.

OUP. (2021). The Oxford University Language Report Closing the
Vocabulary Gap from a Key Stage 3 Perspective. OUP.

Quiqley, A. (2021) Closing the Vocabulary Gap. Routlege.

Vaezi, S. & Fallan, N. (2010). A Rigorous and Multifaceted Vocabulary
Instructional Program, European Journal of Social Sciences Vol 14 (2). 34