Climate Change is the Oxford Children’s Word of the Year 2023.

A third of children chose climate change as their word of the year, narrowly followed by war and almost a quarter choosing coronation.

Why did children chose climate change?

The research, which asked over 5,000 children across the UK aged 6-14, revealed young people’s desire for action with emotive words such as ‘need’ and ‘important’ occurring frequently in their statements. Impact on the wider world, their current lives and the future were cited as the main reason for the word choice, whilst ‘sad’, ‘scared’ and ‘worried’ were the most common responses by young people when asked how the word makes them feel.

Analysis of the of the Oxford Children’s Corpus, the largest children’s English language database in the world containing over half a billion words, showed the topic of climate change is regularly written about by children. Studying the most recent addition to the Children’s Corpus, the stories submitted for the BBC 500 Words 2023 story competition, ‘stop’ is revealed as the most common word used in the context, underlining children’s resolve to alter the course of climate change.Ìę

The research also demonstrated how much current affairs affects children’s language. Of the children who selected war (31 per cent) as their chosen word, more than one in ten (13 per cent) mentioned the ‘news’ when asked why. The crowning of King Charles III was another key event in current affairs which impacted children, with many citing ‘celebration’ in relation to almost a quarter (24 per cent) choosing the word coronation.

What about slang words?

Other findings revealed bro to be the top slang word chosen by 42% of children followed by lol (24%) and slay (17%). Along with bro being used as an informal term to address friends, research found children also use it as a ‘positive politeness’ strategy to confirm solidarity with another person whilst expressing admonishment.

“This year marks the tenth year of Children’s Word of the Year, and over the decade we have seen the significant role current affairs plays for children’s language development. The choice of ‘climate change’ not only demonstrates how attuned children are to the news and their environment, but the research also reveals their willingness to engage with meaningful change. Whether it’s understanding how children use slang phrases or what word reflects the past year, it’s imperative we continue to support children’s language development so they have the means and vocabulary to express themselves.”Ìę Helen Freeman, Director of Oxford Children’s

“Through our work with young people, we’ve seen first-hand how willing children are to learn and engage with topics like climate change, so we’re not surprised to see it selected as Children’s Word of the Year. Sometimes we greatly underestimate children’s abilities to understand complex issues, so it’s encouraging that this research shows children are engaged and understand the impacts of climate change. We also mustn’t ignore the findings from the language research which demonstrate young people’s desire for action. Young people not only recognise that climate change is an issue, but they’re also seeing the importance of tackling it. No-one will feel the negative effects of climate change more than the next generation – or the positive effects of the action we take against it now.”Ìę Amy Meek, CEO and co-founder of Kids Against Plastic

How does it work?

Over 3,000 children aged 6-14 across the UK were asked for their suggested word of 2023 via our Education Research Forum. Based on the most common responses and themes in their answers, three words –Ìęclimate change,ÌęwarÌęandÌęcoronationÌę– were shortlisted. A further 1,450 children were asked for their favourite slang word of 2023 via a CHILDWISE survey. The three words, along with the three shortlisted slang words, were then put to vote by a further 1,000 children via market research agency Opinium to decide their overall word of 2023.

Climate and Vocabulary

IfÌę you are looking to explore topics in the world around you with your child at home, the following links may help:

• Blog: Talking about Climate change at home
• Page: Little Oxford: Explore your world
  • This page links to the Little Oxford app for 3-5 year olds, but also contains book recommendations for exploring the natural world with little ones
• Books: Big Words for Little People
• Kids Against Plastic: for more information about the charity Kids Against Plastic, please visit

Books to build Vocabulary

As a Headteacher of a primary school, I see the huge difference that a child’s vocabulary makes to their learning every day.

A rich vocabulary allows children to say exactly what they mean. Knowing and using lots of words helps them to understand what others are saying, to talk and write in an engaging way, and to better understand the world around them.

Support from parents makes a massive difference to the number and variety of words a child knows. One of the best ways to improve your child’s vocabulary is to play word games and activities at home. Not only is this an effective way to boost your child’s future success – it can also be fun and engaging for the whole family!

Here are some ideas for fun games you can play to build your child’s vocabulary and confidence with words.

Building your toddler’s vocabulary

• Ask questions about stories. For example, ‘Is Buzz helpful to Woody? Is the Gruffalo really scary? Do you think the mouse is a clever mouse? How do you know?’
• From nursery onwards, encourage your child to answer questions in developed phrases rather than in one or two words.
• Try to add more description to your own speech. For example, saying ‘Please could you pass me the large blue spoon with the wooden handle?’ exposes your child to more words than just saying ‘Please could you pass me the spoon?’

Building your child’s vocabulary at primary school

Ideally, a new word needs to be used six to twelve times, in different ways, to be remembered long term. Here are some ideas for repeating and reusing words in interesting ways.

1. Play word games

You could explore synonyms (words that mean the same thing) together. See how many different words your child can think of forÌęnice,Ìępretty, orÌętall. Some healthy competition with friends or siblings can help to make this fun.

2. Act out abverbs

Ask your child toÌęscamper silently,Ìęcrawl slowly,Ìęscuttle rapidly,Ìęsmile sweetly, orÌęspeak menacingly. Children love this!

3. Master meaning

When reading together, ask your child questions focusing around a particular word, such as:

• ‘Could we say that Verruca Salt isÌęselfish? Why? Why not?’
• ‘Could aÌęselfishÌęperson ever be kind? Can you give an example?’
• ‘Is Charlie BucketÌęselfish? Could we say he isÌęunselfish?’
• ‘When have you beenÌęunselfish? DoesÌęunselfishÌęmean the same thing as kind?’

4. Talk at the table

• Talk about food when you’re at the dinner table. Use interesting words to describe what you are eating: ‘My peas are not just nice and tasty – they areÌędelicious, they areÌęscrumptious. Do you think they areÌęscrumptious?’
• Dinnertime is also a good opportunity to ask your child about their day. For example, you could ask, ‘What do you remember from your lessons today?’ and encourage lots of detail. You can model this by talking about your own day first.

5. Use interesting words

• When you talk to your child, try to use interesting words. For example, ‘When I gave my friend her present, she was delighted. Delighted is a strong word for happy. I’m always delighted when you help me tidy up – what makes you delighted?’
• Try to model using adjectives (words that describe nouns, like ‘yellow’ or ‘smooth’) and adverbs (words that describe verbs, like ‘happily’ or ‘quickly’) in your day-to-day speech. For example: ‘Can you smell the freshly cut grass?’

6. Discover language on the go

Visit your local museum and ask your child to describe the pictures or exhibits they see. Take your child along with you as you head off to the bank, the grocery shop, or the post office, and see what new words you can discover.

7. Play ‘word/not word’

Another way to stretch your child’s use of new words is to play ‘word/not word’. This works by choosing a word (for example, ‘delightful’), and seeing what ideas your child associates with it. For instance, you could say to your child, ‘If I say something that you love, say “delightful”. If you don’t love it, say “not delightful”.’ Then ask your child why they responded as they did.

For example, you could try these ideas: opening presents on your birthday; eating sprouts; laughing at the puppy; eating ice cream; going to bed early; reading a book; riding your bike.

Now you can vary the game, using ‘beautiful/not beautiful’, ‘hilarious/not hilarious’, ‘exciting/not exciting’, and so on.

Things worth remembering

• Try to make time for your child to give full answers. Encourage them to answer in full sentences, or starting withÌębecause.
• It’s okay for your child to make mistakes, and it’s okay for you to correct them. A gentle way to do this is to say something back to them the correct way. For example, if your child says ‘It weren’t me!’, you could respond, ‘It wasn’t you?’.
• A good idea to boost vocabulary is to watchÌęBBC NewsroundÌęwith your child and discuss the issues involved. This is great for improving your child’s understanding of the world too!
• Teach the correct word for things as they come up in conversation (for example, ‘helmet’ instead of ‘hat’ or ‘rabbit’ instead of ‘bunny’).
• Have a simple dictionary or thesaurus to hand and explore word meanings together. Googling on your phone can also be helpful if you’re not sure.

Above all, have fun and remember that children learn at different speeds!

This article was originally published in 2019.Ìę

More from Oxford Owl

• Blog:ÌęThe word gap: How to build your child’s vocabulary at home
• Blog:ÌęCarry on reading aloud: the benefits of sharing books with older children
• Web page:ÌęVocabulary at primary school

A love of books is one of the greatest gifts you can give your child.

Studies have shown that children who read for pleasure are more likely to do well at school – and the earlier you start, the better. But how do you choose from the huge number of wonderful books available? Children’s librarian Greta Paterson shares her top tips for choosing books for ages 3–7.

1. Let your child follow their interests

Some children will love scary stories, others prefer funny stories, and many love to follow a series or favourite author. Some children prefer factual books. Children who struggle with reading may prefer comic books or short stories. There is no one correct type of reading material!

If your child likes fantasy stories,ÌęHarriet Muncaster’s top 10 magical booksÌęorÌęMatty Long’s top 10 fantasy books for under 5sÌęmight appeal. TheseÌębooks to inspire your young scientistsÌęare great for non-fiction lovers, and the higher end of the age range might like ourÌępicture books for older readers.

2. Make sure they are age-appropriate

Younger children will love board books and picture books, bright colours, repetition of words or rhymes, or books that invite you to touch, scrunch and prod!

Beginner readers like short stories with pictures and children around age 7+ will be ready for short chapter books. Some books have helpful age guidelines on the back. However, you should always remember that is just what they are:Ìęguidelines. Whilst it is important to select age-appropriate books, many children will be better suited to books aimed a little above or a little below their actual age.

3. Make sure they suit your child’s ability

Are the words used appropriate for your child’s reading ability? Many teachers advise that if there are more than five hard words on a sample page in early reading books, the book is too difficult. It’s not a good idea to push your child to read books they are not ready for yet – that could put them off reading for good.

To find books carefully levelled to suit your child’s age and ability, take a look at our newÌęRead with OxfordÌęseries.

“Choose books you think your child will enjoy, or better still, let them choose. And remember, your child doesn’t have to finish a book if they discover they don’t like it. Reading should be fun.”

4. Look at the book!

Does the cover make your child want to pick it up? Does the blurb make you or them want to read it? Is the print clear and well spaced on the page? Are the pictures bright and colourful? Is the story easy to read aloud?

You could ask your child to read a page at random to see if they like the style. If you’re picking a bedtime story for a younger reader, try reading it aloud.

5. Seek out recommendations

Talk to other parents, children and teachers, or ask your local bookseller or librarian. Newspapers and magazines sometimes have reviews of children’s books and specialist children’s book magazines can be an excellent source of information.

If your child has a favourite author or is addicted to a series of books then choosing is easy, but what happens when they have read them all? Your local children’s librarian or bookseller will be able to suggest similar books, or you can try some of these websites:

• : The UK’s leading children’s book magazine. Its issues are free to download from the website and include book reviews, author interviews, and lists of recommendations.
• : Recommendations from the UK’s largest children’s reading charity. Its Bookfinder feature is extremely useful for discovering books by theme or interest.
• : Created by the National Literacy Trust, this site includes book recommendations from birth to 11 years.
• : Published three times a year, this subscription magazine has up-to-date reviews on all kinds of children’s fiction, as well as in-depth interviews with authors and illustrators.
• : With a vast library of over 300,000 books, you’re bound to find something to satisfy the pickiest of readers on this recommendation site.

More from Oxford Owl

• How to choose a book for ages 7–11
• Your local library – a forgotten treasure trove

Realise or realize, organise or organize, analyse or analyze?

It might seem strange to see the same word with different spellings. Is it -ise or -ize at the end? Which one is right? You and your child might think the answer would be found in a trusted dictionary – an Oxford dictionary perhaps. But when you look, you might find that they are both correct!

There must be more to it though because some words are never spelt with an -ize ending! To find out which words can be spelt both ways, and which ones only one way, read on.

The first thing is that a dictionary will not give the ‘correct’ answer, but it will show how words are being used and spelt. If a word has two meanings, it provides both. Some words, such as foot has many more meanings: the thing at the end of your leg, a measure of length, a unit of rhythm in a poem. It also means the bottom of a hill or the muscular organ a snail uses to get about. Depending on the dictionary you are looking in, you will find all or some of these meanings. It will let you know if a word is old fashioned, for example, thrice, meaning three times. It may also tell you where a word originally came from, and this is the reason behind the different ways of spelling the same word.

It is a common belief that -ize is an Americanism and the British is -ise: recognize rather than recognise. That if you spell with a -ize, that this is an American spelling. But for most verbs, either way is correct in British English and the -ize ending has been in use in English since the 16^th century. If the word came into English with its origin in the Greek root -izo, then it can be spelt -ize.

This spelling is used in a number of places including Oxford dictionaries. The National Curriculum opts for recognise and criticise although both of these words can be spelt with -ize.

Here are some words which are always spelt with -ise at the end:

• advertise
• advise
• comprise
• compromise
• despise
• devise
• disguise
• exercise
• improvise
• revise
• supervise
• surprise
• televise

Your dictionary will tell you when a word can be spelt in different ways. It will only give one spelling for the words above. If your dictionary is an English one, rather than American, it will also only give one spelling for analyse and paralyse. These two are always spelt like this in British English.

Overall, if this still seems confusing, the most important piece of advice to give your child is to be consistent: if you start with a ‘z’ spelling, stick to it. If you are using the ‘s’ spelling, use it all the way through your writing. And, finally, remember a dictionary can tell you so much more than the meanings of tricky words.

More from Oxford Owl

• How to find the right dictionary for your child
• How a dictionary and thesaurus can help your child discover a world of words
• Discover Oxford Children’s Dictionaries
• Dictionary Activities and Games

Week one: Staying positive

“We should talk about learning new things in mathematics or developing confidence in reading, rather than the scores children are getting. If we focus our energy on children’s learning, the tests scores will take care of themselves.”

Hello, I’m James Clements. For ten years, I worked as a teacher and deputy head at a successful primary school in West London. For seven of those years I taught Year 6. As well as making sure the children I taught achieved their very best, a big part of my job was working with parents so that they could help their children in the final year of primary school. I’m also the parent of two small children.

Over the next few weeks I’m going to share some advice about how you can help your child to do their very best in the KS2 national tests and how these assessments can be approached so that they’re a positive experience for everyone involved.

A positive way to approach the tests

However we might feel about tests in primary school, it makes sense to approach them in a positive way with the children who are going to sit them. As a Year 6 teacher, these were the key messages I would try to share with the children and parents each year:

1. We should concentrate on skills and knowledge, rather than the tests themselves.

For one week in May, Year 6 children will be tested on their reading, mathematics, and grammar, punctuation and spelling. They’ll also have the standard of their writing assessed by teachers. This doesn’t give us a definitive answer about how good a child is at a particular subject or how good they’ll continue to be at it. It doesn’t tell us how accomplished they are in other important areas of the curriculum such as art, sport or music. What it gives is a snapshot of where the children are in these core areas of the curriculum on that particular day.

While we want children to do their best in the SATs, what is more important is whether they can do all of the things the tests are there to assess: do they have the skills and knowledge of English or maths that underpin the tests? As teachers and parents we should focus our efforts on improving children’s learning rather than simply the scores in the tests. We should talk about learning new things in mathematics or developing confidence in reading, rather than the scores children are getting. If we focus our energy on children’s learning, the tests scores will take care of themselves.

2. Children are not in competition with each other, but are trying to make progress from their own past performance.

One of the best things about being a Year 6 teacher is watching children become aware of the progress they are making in their learning. As children learn to do things they couldn’t do before or become faster or more efficient at something, it gives them a real sense of achievement. This sense of moving forward is a great feeling for children to have, especially as they set off for secondary school. I’ve found that it’s helpful to remind children that they’re not in competition with each other – all children have different aptitudes and begin the year from different starting points. Instead we want them to improve on their own performance, trying to learn new things and get better all the time.

3. SATs can provide an opportunity to prepare for secondary school.

As well as a chance to make sure all of the key knowledge is in place ready for secondary school, if approached positively, the national tests can help children to feel the sense of accomplishment that comes from working hard at something. Revising gives them the chance to return to any areas of the curriculum they might not have understood at the time. Working towards a target can also help to establish good study habits that will be useful to them at secondary school as they become increasingly independent.

In my Year 6 classroom we didn’t talk about ‘passing the SATs’ or ‘doing well in the tests’; we talked about learning new things and being ready for secondary school, a much more important focus.

Supporting the process as a parent

Anything we can do to help our children to make progress in their learning and see themselves as successful learners is going to hold them in good stead, both in the tests themselves and later at secondary school. The first steps in helping them might be:

1. Learning about the KS2 national tests and assessments.

You can find out more about the content of the tests on Oxford Owl, including support withÌęgrammar, punctuation and spellingÌęandÌęmathematics. The Department for Education has produced someÌęÌęthat explain the national tests.

2. Find out the areas of the curriculum in which your child feels confident and where they feel they might need some extra support.

If you haven’t already, you might also want to talk to their class teacher about your child’s progress and how they think you could best support them. It makes sense for the child, parent and school to be working together towards the same aims.

More tips from Oxford Owl

• KS2 SATs advice and help for parents: more detail about each of the tests and tips on supporting your child
• BrowseÌęBond SATs Skills workbooks and flashcards