Approach to Spelling in KS1
In EYFS and Year 1 our pupils follow a high-quality, systematic programme of phonics following the Letters and Sounds (DfE 2007) teaching programme. Our phonics teaching makes strong links between blending for reading, segmenting for spelling and handwriting. We encourage all our pupils to apply their phonic knowledge when spelling. By the end of Year one it is our expectation that the vast majority of our pupils will be secure at spelling Phase 5 words. Pupils who do not secure Phase 5 by the end of Year 1 are given additional support and intervention. The National Curriculum spelling objectives for Year 2 work in line with Phase 6 of Letters and Sounds.
Approach to Spelling in KS2
In Key Stage 2, we use an investigative approach to spelling. Through this approach, pupils are encouraged to be more active in their learning as they look more deeply at words by investigating spelling rules, word meanings and origins.
- We use a Word Study approach which builds on knowledge about words that the children have already acquired through phonics teaching and expands it to develop critical thinking, word observation skills, vocabulary enrichment, discussion and reading skills. Links are made to both reading and writing.
- Pupils develop the skills to investigate spellings through a range of practical tasks such as word observation and word sorting activities. They are challenged to find other examples and exceptions to the rules. They reflect on what they have learned through discussion and application to writing in order to demonstrate their understanding.
- Words from the statutory spelling lists are included each term - many of which have irregular spelling patterns - and we look at a range of techniques and strategies to support the learning of these.