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More than a school

Spelling

Purpose of the Curriculum

(What will a high quality Spelling education do for our children?)

  • Create confident and creative writers who are able to apply learnt spelling patterns independently.
  • Allow pupils to make links between their reading and spelling patterns.
  • Support pupils in developing their editing and proof-reading skills (making links to writing expectations)
  • Spelling will play a significant role in supporting pupils in their learning in the wider curriculum. For example, learning to spell topic specific vocabulary such as earthquake, volcano, Monarch and so on.

Aim of the Curriculum

(What does the Spelling curriculum aim to ensure all pupils know or can do?)

  • Pupils will understand that there can be more than one way to spell a sound. For example, a, ay, ai, a_e, eigh and ea (data, play, wait, make, weight, steak)
  • Pupils in KS1 will learn how to spell suggested example words. KS2 pupils will learn how to spell words from a statutory list.
  • Teachers are aware of patterns that are taught in earlier years to avoid repetition and to allow for progression of spelling knowledge.
  • Pupils understand the links between words – including word root and etymology.
  • Pupils must be taught how to use correct spoken English to avoid misconceptions with spellings. For example, wonder and wander.
  • The teaching of spellings will be delivered in a fast-paced and creative approach to ensure high levels of engagement.

Key Stage 1 Curriculum Overview 

Revision

  • All spelling work covered in previous year to be revised briefly before moving on to new subject content.

Sounds

  • They will know all letters of the alphabet and the sounds they make.

Spelling words

  • Learn to segment spoken words before selecting graphemes to represent the sounds.

Key Stage 2 Curriculum Overview 

Revision

  • Spellings to be taught in phases (Yr 3/4 and Yr 5/6) Each phase to begin with brief revision of previous phase.

Yr 3/4

  • Focus on teaching suffixes. In Yr 2 this is only tion in Year 3/4 this extends to tion, sion, cian, ssion

Year 5/6

  • Prepare pupils for end of KS2 SPAG test. Focus on teaching irregular word endings, silent letters and homophones

Key Stage 1 Objectives 

  • All letters of the alphabet and the sounds which they most commonly represent
  • Consonant digraphs which have been taught and the sounds which they represent
  • Vowel digraphs which have been taught and the sounds which they represent
  • The process of segmenting spoken words into sounds before choosing graphemes to represent the sounds
  • Words with adjacent consonants
  • Guidance and rules which have been taught 

Key Stage 2 OBJECTIVES 

  • Pay special attention to the rules for adding suffixes.
  • Revise work done in previous years
  • Teachers should continue to emphasise to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly, if the rules and guidance for adding prefixes and suffixes are also known (Yr 3/4)
  • Teachers should continue to emphasis to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly if the rules and guidance for adding prefixes and suffixes are also known. Many of the words in the list above can be used for practice in adding suffixes. (Yr 5/6)

Knowledge or Skills relevant to our school

Key Stage 1

  • Spelling to support pupils who come in below National expected levels.
  • Spelling to prepare pupils for Year 1 phonics screening
  • Spelling to prepare Year 2 pupils for Year 2 SPAG test.

Knowledge or Skills relevant to our school

Key Stage 2

  • Whole class teaching to ensure progression of all pupils who are meeting national expected levels
  • Interventions to ensure progress for pupils who are either not meeting, or are exceeding national expected levels
  • All Year 6 pupils to be ready for end of KS2 SPAG test.