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Spelling

At Great Coates Primary School we aim for our children to be able to spell confidently and quickly. Enabling children to become more able spellers means they have to put less thought into spelling, therefore concentrating on the content of their writing and becoming more effective writers. They will become better spellers by understanding the relationship between letters and sounds and using word structure and spelling patterns.

The structure for the teaching of spelling in the school is based on the guidance provided in the National Curriculum 2014 and the Framework for Early Years Foundation Stage 2014.

Children need to explore, investigate and use spelling rules. Teachers model, explain and define spelling rules, giving opportunities for children to self-assess and reflect on their learning.

Year 1 and 2 

Children have daily phonics and spelling sessions. They follow the Government Published Letters and Sounds programme as in the Foundation Stage until they have completed this. Children are taught the statutory spelling rules from the NC 2014 for their appropriate year group. They continue to revise and practise spelling rules learnt in the foundation stage.

Spellings are sent home weekly and are tested. The children write, from memory, simple sentences, dictated by the teacher, that include words using sounds learnt in phonics, and common tricky words. Within children’s writing, they are encouraged to use the spelling rules they have previously learned.

Year 3 to Year 6 

Children are taught the spelling rules for their year group from NC 2014. Pupils are taught rules and how to apply these with words they have not encountered previously. They are taught about word origins and how root words change as new words are created in sentences.

 Weekly spelling lists are sent home and words tested within sentences. The children write, from memory, sentences, dictated by the teacher, that include words learnt so far.

 

Children who have difficulty using spelling rules, taught in earlier years, are given additional spelling support in small groups.

 

Teaching and practising handwriting: research has shown that learning and practising a fluent joined style within primary school can help to support the children’s spelling development.

Inclusion

The aim is for the majority of pupils to be able to reach the level of spelling as laid down in the National Curriculum for their year group.  However, some pupils need more support and provision will be made for children who are working at a level below their peers in spelling.