View a free sample of this approach:

Salut (French) – Structured Vocabulary Support (Free Sample)

This structured vocabulary resource is designed to support learners who find German vocabulary harder to retain when words are taught as isolated items to memorise. It focuses on the high-frequency German question word wer, explaining what it means in modern German and how its meaning has remained stable over time.

Rather than relying on simple translation, the resource shows how wer fits into a wider system of meaning: how it is used to ask about people, how it contrasts with other German question words, and why it does not mean the same thing as words like wo. Earlier forms included in the resource are linguistic reconstructions used by scholars to model how the word is understood to have developed. These are not recorded quotations and are included only where they help make the modern meaning clearer and more logical.

Where helpful, links are made to familiar patterns in English, such as the relationship between wer and who. This allows learners to anchor the German word in existing knowledge and supports cross-linguistic transfer, helping vocabulary feel less arbitrary and more connected.

Each panel draws attention to one clear idea at a time, such as continuity of meaning or differences between person-questions and place-questions, without requiring learners to memorise historical detail. Learners are not expected to remember dates, language stages, or technical terminology. Panels can be explored in order or revisited independently over time, reducing working-memory load and supporting flexible use in short sessions.

This resource is designed with dyslexic and neurodivergent learners in mind, particularly those who benefit from explicit structure, reduced verbal load, and visual anchoring. It supports recognition, confidence, and longer-term vocabulary retention when learners encounter wer again in lessons or reading. It does not replace teaching, practice, or repetition, but helps make repeated exposure more meaningful and effective.

The approach is grounded in evidence-based literacy practice and structured language explanation. Meaning is prioritised throughout, with historical context used only where it helps learners understand how the word works in present-day German  .

What’s included

• A clear visual explanation of what wer means in modern German

• Explicit clarification that wer is used to ask about people

• Support for distinguishing wer from other German question words

• Simple black-and-white illustrations designed to anchor meaning and reduce verbal explanation

• Historically informed context used only to support understanding, not memorisation

How to use

Best used in short sessions (5–10 minutes), revisited over time. Start with what wer means today, then use the panels to support discussion and understanding. Panels do not need to be used all at once or in a fixed order. An adult guides use and decides when to stop.

This resource supports classroom learning, tutoring, and home education, but does not replace teaching or practice  .

Who it’s for

• Dyslexic learners studying German

• KS3–KS4 pupils who struggle with vocabulary retention

• Parents, tutors, and intervention teachers

• Learners who benefit from explicit, structured language explanation

© Great Expectations Education

For personal use in home education and tutoring only.

View a free sample of this approach:

Salut (French) – Structured Vocabulary Support (Free Sample)

This structured vocabulary resource supports learners who find German vocabulary difficult to retain when words are taught as isolated items to memorise. It focuses on the high-frequency German word auch, explaining what it means in modern German and how its meaning developed over time.

Rather than relying on direct translation alone, the resource shows how auch is rooted in the idea of adding or including something more. Earlier forms are introduced only where they help make the modern meaning clearer and more logical. These earlier forms are linguistic reconstructions, used by scholars as explanatory models. They are not recorded quotations and are not treated as facts to be learned.

Where helpful, links are made to familiar patterns in English, including the connection between German auch and the English phrase to eke out, which still carries the older idea of adding or stretching something. This supports cross-linguistic transfer and helps learners see vocabulary as meaningful rather than arbitrary.

Each panel focuses on one clear idea at a time, such as inclusion, confirmation, or emphasis, without requiring learners to memorise historical detail. Learners are not expected to remember dates, language stages, or terminology. Panels can be explored in order or revisited independently, reducing working-memory load and supporting flexible use in short sessions.

The resource is designed with dyslexic and neurodivergent learners in mind. It prioritises explicit structure, reduced verbal load, and visual anchoring. It does not replace teaching or practice, but helps make repeated exposure more meaningful and effective over time.

The approach is grounded in evidence-based literacy practice and structured language explanation. Meaning comes first; historical context is used only where it supports understanding of how the word works in present-day German  .

What’s included

• A clear visual explanation of what auch means in modern German

• Support for understanding auch as ‘also’, ‘too’, and as a word that confirms or adds emphasis

• Simple black-and-white illustrations designed to anchor meaning and reduce verbal explanation

• Careful links to English where they support understanding, without overloading learners

• Support for semantic understanding without requiring memorisation of history

How to use

Best used in short sessions (5–10 minutes), revisited over time. Start with what auch means today, then use the panels to support discussion and understanding. Panels do not need to be used all at once or in strict order. An adult guides use and decides when to stop.

This resource supports classroom learning, tutoring, and home education, but does not replace teaching or practice.

Who it’s for

• Dyslexic learners studying German

• KS3–KS4 pupils who struggle with vocabulary retention

• Parents, tutors, and intervention teachers

• Learners who benefit from explicit, structured language explanation

Photograph taken from a window in Schloss Thun, looking out over Thun.

© Great Expectations Education

For personal use in home education and tutoring only.