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The session explains what the word gap is, discusses why it matters now, and outlines research on language development, including input and interaction quality. It covers impacts such as weaker comprehension, slower progress, difficulties with exam questions, and effects on confidence and mental health. 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Some groups are more likely to experience it, including those with SEND and EAL.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the word gap matter for students and teachers?",{"text":117,"@type":113},"The session links it to weaker comprehension, slower progress in reading and writing, and difficulties with exam questions and following classroom activity. It also describes consequences for independence, confidence, and mental health.",{"name":119,"@type":110,"acceptedAnswer":120},"What whole-school actions are discussed to close the word gap?",{"text":121,"@type":113},"The slides emphasize the need for a whole-school programme and policy, asking how successfully it has been implemented. They also address barriers such as insufficient time to dedicate to teaching vocabulary and prompt use of related case study material.","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},623291,1792525471,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","GCSE  \nEnglish Language and  \nEnglish Literature  \nHub network meeting  \nPresentation slides booklet  \n\n| Published: Autumn 2019 | |\n| --- | --- |\n\nNon-confidential  \n1/28/2020  \n\n| |  |\n| --- | --- |\n|  |  |\n| GCSE English: Hub schools network meeting\u003Cbr>Autumn 2019 | |\n\nCopyright © AQA and its licensors. All rights reserved.  \n\n|  |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © AQA and its licensors. All rights reserved. | |\n\n1/28/2020  \n\n| This meeting will be recorded |  |  |\n| --- | --- | --- |\n| Exam boards have an Ofqual requirement to record event audio.\u003Cbr>Recordings are kept for the lifetime of the specification and not shared as an accompaniment to session resources.\u003Cbr>The recording will begin now. |  |  |\n| 3 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Focus of the session |  |  |\n| --- | --- | --- |\n| Empowering students through vocabulary:\u003Cbr>Part 1 – Reading\u003Cbr>• What is the ‘word gap’ and why does it matter?\u003Cbr>• What is in the school’s power? Whole-school approaches to tackling the issue\u003Cbr>• Assessment of reading – a picture of performance so far • Reading with confidence – Shakespeare and 19th\u003Cbr>century texts |  |  |\n| 4 | Copyright © AQA and its licensors. All rights reserved. | |\n\n1/28/2020  \nOpening discussion  \nHave a look at the facts and figures in your booklet on page 4.  \n• Do any surprise you?  \n• Which ones resonate with you most?  \n• Do you agree/disagree?  \n5  \nCopyright © AQA and its licensors. All rights reserved.  \n| What is the ‘word gap’? |  |  |\n| --- | --- | --- |\n| ‘The importance of vocabulary may be the elephant in the room.’\u003Cbr>Geoff Barton, OUP, 2018 |  |  |\n| 6 | Copyright © AQA and its licensors. All rights reserved. | |\n\n1/28/2020  \n\n| What is the ‘word gap’? |  |  |\n| --- | --- | --- |\n| ‘The limits of my language mean the limits of my world.’\u003Cbr>Ludwig Wittgenstein, 1921 |  |  |\n| 7 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| What is the ‘word gap’? |  |  |\n| --- | --- | --- |\n| • Typically used to refer to children entering primary school with a vocabulary far below age-related expectations\u003Cbr>• Presents in children throughout education into adulthood\u003Cbr>• Some groups more likely to have a limited vocabulary (SEND, EAL) but affects all learners\u003Cbr>\u003Cbr>‘Regardless of age, it can be boiled down to if there are words in a task that you do not comprehend you will struggle to complete that task.’\u003Cbr>Lionel Bolton, OUP, 2018 |  |  |\n| 8 | Copyright © AQA and its licensors. All rights reserved. | |\n\n1/28/2020  \nWhy does it matter?  \nDiscussion  \n• Why is this emerging as an issue now? Or has it always been an issue?  \n• Has the word gap increased?  \n• Left unchecked, what is the impact on young people and your teaching?  \n9  \nCopyright © AQA and its licensors. All rights reserved.  \n| Root cause |  |  |\n| --- | --- | --- |\n| • Research suggests that the rate at which children develop language is determined by the amount of input they receive from their parents and primary caregivers.\u003Cbr>• It’s both the quantity of words a child comes into contact with on a daily basis and the quality of those interactions that matters.\u003Cbr>• Language-rich environment. |  |  |\n| 10 | Copyright © AQA and its licensors. All rights reserved. | |\n\n1/28/2020  \n\n| The impact of having a limited vocabulary |  |  |\n| --- | --- | --- |\n| • Weaker comprehension skills\u003Cbr>• Slower than expected progress in reading and writing\u003Cbr>• Difficulty reading exam questions and underperformance in national tests\u003Cbr>• Difficulty following what’s going on in class\u003Cbr>• Difficulty working independently\u003Cbr>• Impact on mental health and confidence – teachers surveyed reported low self-esteem, negative impact on behaviour, motivation, difficulty securing work after leaving school |  |  |\n| 11 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Closing the word gap: a whole-school matter? |\n| --- |\n| Only 29% of secondary school teachers who took part in the survey","cbCaio2PVbQKpmUa","https://ap.wps.com/l/cbCaio2PVbQKpmUa","pdf",1788978,24,"English","# Focus of the session\n## Empowering students through vocabulary: Part 1 – Reading\n# Opening discussion\n## Facts and figures discussion\n# What is the ‘word gap’?\n## Key quotations and definitions\n# Why does it matter?\n## Root cause and emerging issue\n# The impact of having a limited vocabulary\n# Closing the word gap: a whole-school matter?\n## Policy, implementation, and barriers\n# Hub network meetings 2019/2020\n## Reading, writing, and spoken language parts\n# Focus on reading: Can you read this?\n## Discussion prompts\n# Pause for discussion\n## Linking reading and vocabulary\n# Strategies for learning new words\n## Classroom activities","[{\"question\":\"What does the session mean by the “word gap”?\",\"answer\":\"The “word gap” typically refers to children entering primary school with vocabulary below age expectations, present throughout education and affecting all learners. Some groups are more likely to experience it, including those with SEND and EAL.\"},{\"question\":\"Why does the word gap matter for students and teachers?\",\"answer\":\"The session links it to weaker comprehension, slower progress in reading and writing, and difficulties with exam questions and following classroom activity. It also describes consequences for independence, confidence, and mental health.\"},{\"question\":\"What whole-school actions are discussed to close the word gap?\",\"answer\":\"The slides emphasize the need for a whole-school programme and policy, asking how successfully it has been implemented. They also address barriers such as insufficient time to dedicate to teaching vocabulary and prompt use of related case study material.\"}]","GCSE English Language and English Literature Hub network meeting - Autumn 2019 - Vocabulary word gap focus | PDF",1792468077]