Word lists are all very well but do we carefully plan when words are acquired and then applied in a more sophisticated way across the key stage? It is often said that children need to hear a word spoken in context ten times before they begin to use it in their own spoken language. So the most important thing is to focus on the high frequency words, which are listed below.
Think about ensuring these words are used by the staff, are then used by pupils in their oral responses, and then used by pupils, when appropriate, in their written responses. Needless to say, pupils will only really start using these words in their written answers if they have first rehearsed them orally in their answers and group discussions. That’s why we provide so many opportunities for them to talk about questions that puzzle and interest them. Its not about learning definitions that they can then parrot back to OFSTED ( no matter how much inspectors would like this as it makes their job so much easier!). What we want is pupils who use important words in context as talking about that period without them is virtually impossible. So there’s no point talking about parliament in the Y4 topic on the Romans. To that end, we have suggested the topic where key vocabulary might be introduced and reinforced.
KS1
After
Before
Cause
Change
Different time
Effect
Long ago
Modern
Next
Nowadays
Old
Past
Present
Today
Tomorrow
Version
Yesterday
KS2
A
Agriculture Ancient Egypt Y3
Ancient. Egypt Y3 : Rome Y4: Greece Y6
Civilisations Maya Y5
Archaeology: Stone Age to Iron Age y3
Aristocracy: Ancient Greece Y5
Artefact: Stone Age to Iron Age Y3
B
Bias Home Front World War Two Y6
Bronze Age: Stone Age to Iron Age Y3
C
Calendar Maya Y5
Causation* See separate progression ‘ladder’: Roman Empire Y4,
Century Change* see separate progression ladder: especially Stone Age to Iron Age
Christianity: esp Anglo-Saxons
Chronology* see separate progression ladder
City State: Ancient Greece Y6
Colony: Roman Empire Y4
Conquest: Roman Empire Y4
Consequence; Roman Empire
Continuity* see separate progression ladder
Court: Tudor times Y5
D
Dark Ages: Anglo-Saxons Y4
Decade:
Democracy: Ancient Greece Y5
Discovery: Tudors Y4/5
Diversity: Greece Y6
Dynasty: Tudors Y4/5
E
Emperor: Ancient Rome
Empire: Ancient Rome
Execution: Tudor times
Explorer: Tudor times
G
Gods/Goddesses Ancient Egypt
Government: Ancient Greece
H
Heathen Vikings
Hunter-gatherer: Stone Age to Iron Age Y3. Probably unlikely that you will revisit this
I
Immigrant: Black and British Y6
Interpretation:* see separate progression map
Invasion Romans Y4
Iron Age Stone Age to Iron Age
Islam Islam Y5
King/Queen Ancient Egypt
I
Laws: Anglo-Saxons
Legacy: This is a critical for any discussion of the Greek and Roman contribution to society
Legend: Anglo-Saxons
Long ago.
M
Metal-working: Stone Age to Iron Age
Migration
Millennium
Missionary: Anglo-Saxons Y4
Monarchy
Monastery: Anglo-Saxon Viking
Motive: Roman Empire Y4
Museum
Myths
O
Oral history
P
Pagan
50 Parliament. Most NC/OFSTED word lists include this but it is not easy to see how frequently pupils would use it if they don’t study the Tudors.
Past. Mostly grasped by Y2 but some pupils still need to be taught to use the term with confident, often alongside adjectives such as ‘distant’
Peasant
Pre-
Pope. Encountered in Anglo-Saxons and again in the Tudor unit, with Henry VIII’s Break with Rome ( though not all schools will cover this).
Post-
Prehistory
Present
Primary source. Too much is made of the distinction between primary (created at the time) and secondary sources (produced later). The reason it is problematic is that Young children nearly always assume that nearer the time means more accurate and distance from event equates to fading of memory. This is dangerous
Propaganda. This is very much a Y5/6 concept. It is used extensively in the post-1066 thematic unit called Beyond Face Value which looks at the way propaganda was used to manipulate people’s thinking about Elizabeth I and The Blitz during World War Two
Provenance. I have included this as it can be useful when discussing evidence in Y6. It means, of course, the source of the evidence-who wrote/painted it and then begs the question are they reliable?
R
Raid. Associated with Y4 Saxon raids on southern coast and Viking raids in late 8th and 9th century
Rebellion: Roman Empire Y4
Reliable. A key idea in history. As pupils progress through KS2 they should learn that not everything written down is to be trusted.
Republic
Revolt
Revolutio
Ruler
S
Sacrifice: Maya Y5
Settlement: Stone Age to Iron Age, Ancient Civilisations Y3, Saxons Y4
Significance
Slave: Ancient Egypt
T
Tax: Romans y4
Timeline
Trade: Romans Y4
Turning Point: Anglo-Saxons Y4/5
U
Version: Romans Boudica Y4
