1. The Spelling Curriculum at WIS From the National Curriculum in English 2013

2. The New National Curriculum 2013
Statutory and Non-statutory expectations have been outlined for Key Stage One and Two
Expectations have been raised in all year groups
Spelling is assessed through Spelling, Punctuation and Grammar tests in Year 6
Links can be made directly to
phonics curriculum (Letters and Sounds)

3. What are our average spelling ages at WIS?
Year Group
Mean age of children at the end of Term 1
Mean spelling age at the end of Term 1
Year 2
6 years 6 months
6 years 4 months
Year 3
7 years 6 months
Year 4
8 years 6 months
8 years 10 months
Year 5
9 years 7 months
10 years
Year 6
10 years 7 months

4. What does the new curriculum look like?

7. How do you select the objectives/ words for this term?
This term start with current year group objectives. (Best fit for now)
Differentiation is needed and will be linked to spelling age determined from NFER test. Use current spelling ages you have from March assessments.
Streaming - is at the year group's discretion - dependent on the needs of the cohort. You will start next week at week 1 of your current year group (differentiate as needed) to aid transition next year.

8. How do you select the objectives/ words for this term?
Yr 1 speller – 5-6yrs (or linked directly to phase of phonics intervention)
Yr 2 speller - 6-7yrs
Yr 3 speller yrs
Yr 4 speller yrs
Yr 5 speller yrs
Yr 6 speller yrs

9. How do you teach the objectives?
Revisit - Teach - Practise – Apply
(x3 for 20 mins in KS2)
(x 4 for 30 mins in KS1)
Aim of session
Activity
Revisit, explain, use
Spelling Challenge linked to previous week’s spellings.
Teach, model, define
Introduce new spelling objective/pattern.
Teach handwriting linked to objective/pattern.
Practise, explore, investigate
Independent/Partner activity – practical
Opportunities for consolidation work.
See spelling booklets.
Apply, assess, reflect
 Application of spellings within handwriting.

10. Handwriting
Spelling is to be linked to handwriting within ALL taught sessions - this needs to be modelled correctly.

11. Spelling Challenges Weekly Spelling Challenge in class.
Engaging the children in assessing their ability to spell in a fun way.
We are not advocating tests/rote learning with no real life application. You are responsible for recording and monitoring children's progress. Use spellings that are appropriate and children will be successful.
If children are not secure in words, provide further opportunities for consolidation/re-send home.

12. Spelling Challenges

13. Home Learning expectations
1 word list per week, per child. (Differentiated)
One Spelling Challenge per week to assess previous week's words and support parental engagement. (In addition to class based challenge)
Spelling Challenge to be included in Home Learning Books – can be same across all differentiated levels of spellings.

14. Explain the objective for the week
Provide a way for the children to practise writing their spelling words. (Look, Cover, Write and Check)
Include a spelling challenge that the children can complete at home. Ensure it is different to the one you will use in class to assess their application.

15. Let’s look at an example teaching sequence…

23. How to make a video…
Videos of handwriting can be very effective in allowing you to circle the room as the children write…

24. Consolidation activities
Spelling Booklets linked to the objectives can provide opportunities for spellings rules to be applied.
Activities are listed in the Units.
These are NOT to replace quality first teaching and practical activities. 

25. Adding suffixes beginning with vowel letters to words of more than one syllable
Spelling 4:
Page 22: -ing and –ed
Page 23: -al, -ic, -able, -ive
Page 24: -ise, -ify, -ate, -en
Page 25: -ness, -ment, -ship, -hood, -dom
If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed.
poetic, heroic, magnetic, rhythmic, metallic, athletic, volcanic
agreeable, readable, comfortable
attractive, expensive,
medical, lyrical, logical, electrical, historical, accidental, natural, national

26. September 2014 How will it work... FS-Year 1
Spellings will be sent home weekly linked to Letters and Sounds/Phonics level the child is being taught.
This will begin in Term One FS2.
In Term 3 of Year One MOST children will make the transition from L&S spellings to NC spelling objectives.

27. September 2014 How will it work... Year 2 (Catch-up)
In September 2014, MOST of the children moving into Year 2 will need to cover spellings in Phase 5 of letters and Sounds before moving into NC objectives.
NFER test will be used to gather spelling ages and allow us to select Year 1 or Year 2 objectives.
Children operating below Phase 5, in any year group, will be given the appropriate phase spellings, linked to phonics teaching.

28. September 2014 How will it work... Key Stage Two
In September 2014, MOST of the children moving into Year 3, 4, 5 and 6 will need to begin the current years NC objectives.
All Key Stage Two start with first term revisiting and reviewing previous year’s objectives.
NFER test will be used to gather spelling ages and allow you to select appropriate year objectives.
Children operating below Phase 5, in any year group, will be given the appropriate phase spellings, linked to phonics teaching.

29. Holiday Home Learning
Year group lists linked to NC objectives will be sent home for Year 1 and Year 2 in the summer to allow a smoother transition in Sept 2014.
Year 4 will receive the Year 3 and 4 word list.