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The way we test spelling in school is changing. We are launching whole school spelling lists, compiled from words in the 2014 National Curriculum statutory guidance, high frequency words, previously tested words at the end of Key Stage 2 and commonly misspelt words.  We believe spelling is a really important skill and can quite literally be the difference between your child reaching age related expectations or not.

During the next two weeks, each child, from year 1 to year 5, will receive their individual spelling lists – appropriate to their spelling ability; these may be stuck into their homework diaries, homework books or made into a card bookmark. EYFS will be issued with their lists later in the year when they finished learning all of the letter sounds. These lists get progressively more difficult as the children move through school and it is important to remember that each child will progress at a different rate.  There are 40 lists in total which will be made available on the school website, if you would like to look at the progression from EYFS to Year 6. The table below outlines the potential progression through the list by year group, this will vary for each child, but they should aim for roughly one list per half term:

Words Lists

Year Group

1-5

EYFS

6-12

Year 1

13 - 19

Year 2

20-24

Year 3

25-29

Years 4

30-40

Year 5 and 6

 

 

 

     Click here to access the spelling lists.

 

 

 

 

 

 

These lists should be learnt at home and will be tested once per half term; if your child gets all of the spellings from their list correct, they will bring home the next list to learn.  If however, they get any words incorrect they will stay on the same list and will be asked to have another attempt.  If these spellings are not evident in your child’s written work they may also be asked to stay on certain lists – this is simply to ensure that words are not just learnt by rote but are actually used to improve their individual written work.

The teaching of specific spelling rules within each class will remain the same, and we will continue to send home a spelling list or spelling investigation as part of homework, although this may not be every week, depending on the rule being learnt, and as usual these may be differentiated to challenge or support children where necessary. Where spellings are built around a particular sound, letter string or rule, children should be given one or two words that are not on the list but fit with the rule or sound to see if they are able to generalise. For example, when learning words with the -ay letter string (and they are given day, play, say, way, stay) the teacher should also test to see if they can also spell may and bay.