To launch the project, I delivered staff training focused on the importance of vocabulary development, common barriers to word learning, and a simple, consistent approach to teaching new words. We explored the distinction between tier 2 vocabulary—high-utility, cross-curricular words—and tier 3 vocabulary, which is subject-specific. Following this, teachers and coaches took part in a workshop to generate tier 2 word lists across departments, which were then refined to a core set of 20 whole-school key words. The agreed teaching strategy includes three steps:
Provide a clear, student-friendly definition
Add visual support (e.g., gesture, picture, roleplay, or video)
Support students to make a personal connection to the word.
During a ‘Good Morning, Bridge’ assembly session, a sample group of students completed a screening task to identify which key words they were familiar or unfamiliar with. This baseline will be used to measure progress at the end of the academic year.
To support consistent implementation, visuals were created for all classrooms and learning spaces, and a large shared display was developed to raise awareness of the key words and the three-step approach. Through regular attendance at staff team meetings, I monitor progress, address challenges, and provide additional resources when needed. For example, when staff noted that definitions were not displayed alongside the word lists, I produced supplementary materials to resolve this.
During speech and language intervention groups—such as inferencing sessions—I model how to integrate the key words using the agreed approach to further support staff confidence and consistency.
Towards the end of the academic year, a targeted group of students will complete a follow-up assessment to measure vocabulary growth and evaluate the impact of the project. I look forward to evaluating the outcomes achieved and greatly appreciate the school’s collaborative commitment to successfully implementing this project.
