Lexikit and the curriculum
Lexikit’s resources follow the French nursery school curriculum and the Eduscol guides: words that are taught, organised, reviewed and used again.
The French nursery school curriculum of 2024 makes vocabulary a priority: “The teaching of vocabulary must therefore be explicit, progressive and structured.” Lexikit’s resources follow this curriculum, the Eduscol guides that go with it and the general inspectorate’s report of June 2026 on teaching vocabulary. The quotations are translated from French.
Words of every kind
The curriculum asks for each network of words to be “made up of verbs, nouns, adjectives, function words and expressions”. Lexikit’s themes therefore mix nouns, verbs and adjectives. A pupil who knows “apple” but not “crunch” or “ripe” has little to say about an apple.
The same text asks teachers to “organise words into categories and networks”. The Eduscol guide on teaching vocabulary in nursery school (2020) explains that memory stores words “as a network or a web” (page 29). Every theme word has a category, and the sorting resources have pupils sort the words by category.
The four steps of the curriculum
The curriculum organises the teaching of vocabulary in four steps: “bring in new words in every area”, “structure the vocabulary”, “have words memorised through dedicated activities” and “reuse the vocabulary learned in oral activities”. The “Speaking” tab of “Create a resource” sorts the resources by these steps, from “Discover the words” to “Use the words again”.
The Eduscol guide points out that “a pupil’s vocabulary is much richer in reception than in production” (page 30). The inspectorate’s report notes that bingo or the memory game “may indeed lead to a simple pointing at the words learned”. For pupils to say the words while playing, the printed games end with a “Rule card” of sentences to say.
Seeing the words often
For the Eduscol guide, “repetition activities that vary the contexts, the situations and the materials are therefore indispensable” (page 26). All the resources start from the same list of words. Bingo has pupils listen to the word, the memory game has them name it, sorting makes them think about its meaning and the worksheet has them write it.
The guide adds that “learning repeated at regular intervals improves memorisation” (page 30), as Gerbier and colleagues show in their 2015 review. The curriculum asks teachers to check “every month and every period” that the words taught are memorised. Resources already made stay ready to be played again, and the “Follow-up” family gathers the worksheets for assessment.
The picture first, then writing
The Eduscol guide says: “Retrieving information is made easier by using a picture, a drawing or by recalling the situation experienced” (page 31). In Lexikit, a word always comes with a picture. As long as pupils cannot read, the tools “will consist exclusively of pictures”, because “whole-word recognition should not be encouraged” (page 38). The “Written word” setting removes the word under the picture.
The guide “Pour enseigner la lecture et l’écriture au CP” (Eduscol, 2019), on reading and writing in the first year of primary school, describes a word first observed, then hidden to be written “without the model” or “from dictation”. The “Writing” tab gathers the worksheets that have pupils observe, write and read the word. In the writing worksheets, the model is shown beside the word, on the back or not at all.
The 2026 back-to-school circular rules out “gap-fill texts”. No Lexikit worksheet contains any.
Screens
The ministry writes that in nursery school the pupil “may use screens very rarely and always collectively” (Growing up with screens, 2025). Lexikit’s screen activities are designed first for the class board, and each one has a printed equivalent.
A word, a picture or a resource that departs from these texts can be reported in the “Contact” window.