Wittgenstein said that “the limits of my language mean the limits of my world”. While linguists now agree that concepts are not wholly bound by the constraints of our language, I’m sure we can all recount examples of pupils who have lacked the vocabulary to express their ideas. It’s important, therefore, that anyone planning a curriculum considers the vocabulary that they will need to explicitly teach. For all subjects, this is likely to include tier 3, subject-specific vocabulary, plus academic tier 2 vocabulary that pupils are likely to encounter in multiple subject areas.

It stands to reason that pupils who read widely often acquire more vocabulary than those who don’t. Early Years settings are awash with opportunities for shared reading, storytelling and vocabulary development. This continues throughout primary, where early reading is developed through systematic phonics teaching, comprehension, and shared reading opportunities. When the baton is passed to secondary teachers, how do they balance the teaching of reading with the demands of their own subject discipline? Firstly, it is important to remember that all teachers are teachers of reading. It is a gateway to the curriculum.

Kirsty McMurdo, Trust Head of Teaching and Practitioner Development

To read the full article: From Theory to Practice: Reading and Vocabulary