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Within lessons, it is expected that teachers will utilise one of the methods suggested below to explicitly teach the words that they have selected.  \nMorphology Model  \nThis is the study of the structure or parts of words. Special attention would be paid to the prefixes or suffixes.  \nExample:  \nConsolidation of learning  \nThe key aim of explicitly teaching key vocabulary is to support all learners to know more, remember more so that they can do more. Beyond this, it prepares them for the next steps in their futures and their careers. Therefore, to ensure that students have a deep understanding of a word, we will also need to ensure that students have repeated opportunities to hear, see and use new words. We can do this through:  \nThe Frayer Model  \nThis a graphic organiser with a four-part structure that allows students to determine or clarify the meaning of unfamiliar words. It may also include pictures or images which makes the terms much more concrete for students.  \nA final step to explicitly teaching vocabulary, departments should:  \n1. Provide multiple opportunities for students to hear, see and use these words in class, around the school and outside of school.  \nExplicit vocabulary across the year in each subject  \nSome subjects have selected their key words for the whole year as words will be repeated and referred to across the year. Others have specific topics and modules split into each term.  \n\n| Art – Explicit Vocabulary taught across the year Key Stage 3 |  |  |\n| --- | --- | --- |\n| Year 7 | Year 8 | Year 9 |\n| Abstract Balance Bias Compose\u003Cbr>Contrast Evoke Gridding Identify Intensity Orphism Pigment Primary Colour\u003Cbr>Principle\u003Cbr>Proportion Rhythm\u003Cbr>Scale Secondary Colour Tertiary Colour | Abrasive Blending Composition\u003Cbr>Deteriorate\u003Cbr>Emancipate Façade\u003Cbr>Fantasy Feathering Hybrid Illusion Mixed Media Naïve Opacity\u003Cbr>Opaque\u003Cbr>Oppression Punitive Translucent\u003Cbr>Transparent | Adorn Antagonist Augment Burnishing Context\u003Cbr>Conventional Decontextualise Emancipate Functionality Hatching Medium Narrate Portraiture Protagonist Status Subordinate\u003Cbr>Subvert Tessellation |\n\n\n| Art – Explicit Vocabulary taught across the year Key Stage 4 |  |\n| --- | --- |\n| Year 10 | Year 11 |\n| Alter-ego Applique Authentic\u003Cbr>Brayer Chiaroscuro Dramatic Evocative Linoleum Maquette Mummification Nostalgia Portrait\u003Cbr>Post-impressionism | Amalgamation Cohesive\u003Cbr>Collage\u003Cbr>Comprehensive Disjointed Graphite Insightful Marbling Mixed reality Perceptive Purposeful Refined\u003Cbr>Reflective |\n\n\n| Reduction print\u003Cbr>Sentimental\u003Cbr>Still-life\u003Cbr>Tines\u003Cbr>Wadding | Resolved Scepticism\u003Cbr>Superficial\u003Cbr>Tentative\u003Cbr>Ubiquitous |\n| --- | --- |\n\n\n| Business BTECH – Explicit Vocabulary taught across the year Key Stage 4 |\n| --- |\n| Compete Credit Debt Decision Employee Enterprise\u003Cbr>Financial Statement\u003Cbr>Income Loan Objective Overdraft Partnership Profit Research\u003Cbr>Revenue\u003Cbr>Reward Segmentation Variable |\n\n\n| Citizenship – Explicit Vocabulary taught across the year Key Stage 4 |\n| --- |\n| Back benchers\u003Cbr>Bi-cameral Black Rod Cabinet\u003Cbr>Canvassing Closed questions Closed-list system Coalition\u003Cbr>Collaborating\u003Cbr>Constituency Direct democracy First past the post Front benchers General election House of Commons Hustings\u003Cbr>MEP\u003Cbr>Minister of State Negotiate Open questions\u003Cbr>Opposition Primary research Prime Minister\u003Cbr>Proportional representation Qualitative data\u003Cbr>Quantitative data Referendum Representative democracy Secondary research Secretary of State Shadow Cabinet Speaker\u003Cbr>The executive\u003Cbr>The judiciary\u003Cbr>The legislature |\n\n\n| Computing – Explicit Vocabulary taught across the year Key Stage 3 |  |  |\n| --- | --- | --- |\n| Year 7 | Year 8 | Year 9 |\n| Abstraction Algorithms\u003Cbr>Boolean operators Computational thinking Computer m","cbCainkatCWZNMeX","https://ap.wps.com/l/cbCainkatCWZNMeX","pdf",1199409,"English","# Our Approach to Teaching Explicit Vocabulary in Subjects\n## Morphology Model\n## The Frayer Model\n## Consolidation Through Repeated Use\n## Explicit Vocabulary Across the Year by Subject\n### Art (Key Stage 3)\n### Art (Key Stage 4)\n### Business BTEC (Key Stage 4)\n### Citizenship (Key Stage 4)\n### Computing (Key Stage 3)\n### Computing (Key Stage 4)","[{\"question\":\"How do teachers select the vocabulary to be taught in each scheme of work, lesson, or text?\",\"answer\":\"Teachers pre-plan the words they will teach for each scheme of work, lesson, or text. Selected words are then taught explicitly during lessons.\"},{\"question\":\"What is the morphology model used for in explicit vocabulary teaching?\",\"answer\":\"The morphology model focuses on the structure or parts of words, with special attention to prefixes and suffixes to support deeper understanding.\"},{\"question\":\"How does the Frayer Model help students with unfamiliar words?\",\"answer\":\"It uses a four-part graphic structure to help students determine or clarify meaning. It may include pictures or images to make terms more concrete.\"}]","Explicit Vocabulary Across the Curriculum - Our Approach to Teaching Explicit Vocabulary in Subjects | PDF",1790594437,76]