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Provides a curriculum analysis rubric contrasting strong versus developing practice, including word meaning retrieval, decoding, connecting concepts to known language, and discouraging copying-only strategies. Includes meeting-driven monitoring prompts for implementation and accessibility for learners with SEND, supported by pupil voice monitoring and evidence of impact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/autumn-gap-task-vocabulary-and-send-curriculum-focus-vocabulary/413315/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/autumn-gap-task-vocabulary-and-send-curriculum-focus-vocabulary/413315.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does strong vocabulary curriculum practice require?","Question",{"text":112,"@type":113},"It requires Tier 2 and Tier 3 vocabulary being introduced systematically with depth, depth-driven pupils understanding, and logical sequencing. It also includes meaningful contextual use and word meaning retrieval practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should developing vocabulary practice differ from strong practice?",{"text":117,"@type":113},"Developing practice may include pupils being aware of words without secure meaning links, lacking sequence, or relying on copying as the main strategy. Progress should improve sequencing, contextual understanding, and opportunities for applying meanings.",{"name":119,"@type":110,"acceptedAnswer":120},"How can curriculum implementation be monitored for vocabulary and SEND?",{"text":121,"@type":113},"Use subject leader monitoring focused on pupil voice and evidence of implementation and impact. Address accessibility for all learners and reference guidance such as the NASEN handbook to refine vocabulary teaching appropriately.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},413315,1790859874,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","# Curriculum Focus: Vocabulary\n\n• Have you reviewed the vocabulary that’s being taught inArt and Design in your school?  \n• Has a decision been made for the specific vocabularythat is to be learned in each unit?  \n• Does this include the definitions that teachers should usefor the specific age and understanding of the pupils?  \n• How will this vocabulary be taught?  \nThis slide based on Angela Kirk’s Deep Dive training course. headshipsupport.co.uk  \n\n| Vocabulary Curriculum analysis Rubric taken from Pupil Book Study by Alex Bedford   |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Helping   |  |  | Hindering   |  |\n| •   | Tier 2 and Tier 3 vocabulary   | • Specific Tier2/Tier3 words are   | • Tier 2 and Tier 3 words are   | • There is sporadic or unplanned   |\n| introduced systematically and   | taught and used to support   | taught but without sequence or   | use of Tier 2 and Tier 3   |  |\n| with depth.   | understanding within the subjectstudy.   | development.   | vocabulary.   |  |\n| •   | Pupils’broad sense of   | • Children are aware of words but   | • Children are unaware of Tier 2   |  |\n| understanding enables them to   | • Pupils can locate and talk about   | lack connection with meaning   | and Tier 3 word meaning, use or   |  |\n| link words and make   | vocabulary in context.   | and use.   | transference to other contexts.   |  |\n| connections with known   |  |  |  |  |\n| language.   | • New vocabulary is introduced ina logical sequence.   | • New vocabulary is introducedand pupils can read Tier 2 and   | • Copying words isthepredominant strategy.   |  |\n| •   | Pupils can deconstruct, explain   | Tier 3 words.   |  |  |\n| and transfer the origin of words.   | • Pupils can decide, decipher and   | • Pupils are not familiar with   |  |  |\n| give a broad sense of meaning   | • Recognising words isthe   | contextual Tier 2 or Tier 3 words   |  |  |\n| •   | Pupils have an awareness of   | about Tier 2 and Tier 3 words.   | predominant strategy.   | and find it hard to use them   |\n| themselves as a learner of   | meaningfully.   |  |  |  |\n| language and use vocabularyintegrally in their studies.   | • A range of phases are used toteach vocabulary, ranging fromdefining and decoding to using,   | • Pupils are taught some Tier 2and Tier 3 words but this is notsequenced orwell-planned.   | • Pupils are not familiar with simplevocabulary quizzes and find it   |  |\n| •   | Unknown words can be   | connecting and analysing.   | hard to recall the meaning of   |  |\n| unwrapped by pupils using prior   | contextual and taught words.   |  |  |  |\n| knowledge of roots, suffixes andprefixes e.g. ‘meso’   | • Pupils regularly engage with wordmeaning retrieval practice.   |  |  |  |\n| •   | Vocabulary quizzes are precise,frequent and have a wide rangeof diagnostic questions to assessword knowledge andunderstanding.   |  |  |  |\n| STRONG   | DEVELOPING +   | DEVELOPING -   |  |  |\n\n# Gap task: Vocabulary and SEND\n\n• How effectively are you supporting the implementation of yourcurriculum through teaching the appropriate vocabulary correctly?  \n• How accessible is subject’s curriculum for all learners? Try to addressthe point you identified from reading the NASEN handbook  \n• Use chat in team at any time  \n• Learn-AT colleagues: Make you have been on the curriculumcupboard at least once to look at what’s there  \n## Date of next meetings:\n\nFocus of next meeting: pupil voice monitoring  \nSubject Leader Networks Aim: to support colleagues with  \n## Summer Meeting\n\n• Updates, internally and externally, since lastmeeting.  \n• Evaluating monitoring from last term andcreating action plans for next year based onEEF implementation logic model.  \n• Identifying cross trust themes to  \nfeed into next year orto raise across the trust.  \n## Spring Meeting\n\n• Updates, internally and externally, since lastmeeting.  \n• Identifying area of focus for monitoring overthe next term.How to monitor, what to look for, how to gainevidence of implementation","cbCaij2s2QNFNHWK","https://ap.wps.com/l/cbCaij2s2QNFNHWK","pdf",213779,"English","# Curriculum Focus: Vocabulary\n## Gap task: Vocabulary and SEND\n## Date of next meetings\n# Summer Meeting\n# Spring Meeting\n# Autumn Meeting","[{\"question\":\"What does strong vocabulary curriculum practice require?\",\"answer\":\"It requires Tier 2 and Tier 3 vocabulary being introduced systematically with depth, depth-driven pupils understanding, and logical sequencing. It also includes meaningful contextual use and word meaning retrieval practice.\"},{\"question\":\"How should developing vocabulary practice differ from strong practice?\",\"answer\":\"Developing practice may include pupils being aware of words without secure meaning links, lacking sequence, or relying on copying as the main strategy. Progress should improve sequencing, contextual understanding, and opportunities for applying meanings.\"},{\"question\":\"How can curriculum implementation be monitored for vocabulary and SEND?\",\"answer\":\"Use subject leader monitoring focused on pupil voice and evidence of implementation and impact. Address accessibility for all learners and reference guidance such as the NASEN handbook to refine vocabulary teaching appropriately.\"}]","Autumn Gap task - Vocabulary and SEND - Curriculum Focus: Vocabulary | PDF",1790594431]