Spellings in KS2

Emile’s Spelling Scheme Adapted to Tyrrells Primary School

Intent

Emile was developed through liaison with Manchester Metropolitan University. At Tyrrells Primary School we use the Emile Free Spelling Scheme found on their website.

https://emile-education.com/ 

The Emile Spelling Scheme was chosen as it thoroughly covers appendix 1 of the national curriculum in England. Emphasis has been placed on the etymology and the morphology of words in key stage 2 by teaching words in groups with similar roots. The Spelling Scheme applies principles taught in phonics in all age groups linking the earlier learning with potentially new content even in year 6. Years 3-6 have been broken down into 6 half terms, nearly all of which have 12 spelling lists. None of the supporting documents presume learning from previous lessons and so can be delivered in any order. 

Implementation

Spelling in KS2 follows the Emile Spelling Scheme. Each week there is a spelling focus linked to a spelling rule, a prefix/suffix or root word or words that are utilised within daily writing or reading in the English National Curriculum.

For each week, there are corresponding PowerPoints, word searches, word lists and cover/write tasks created by the Emile Spelling Scheme which are used to support teachers. 

There are two sessions during the week (opposite maths meetings) after break and before English (10:45-11:15). The first of these sessions is used to teach the spelling rule and introduce new vocabulary using the Emile Spelling Scheme resources. Spellings should be discussed as a class and teachers should support children with identifying patterns, looking for the ‘tricky part’ and making mnemonics. Teachers explain the meaning of each of the spelling words and put the words into the context of a sentence.

The second lesson is additional to the scheme and focuses on applying spelling and handwriting through a dictation focus. During this session, teachers: refer back to the spelling pattern discussed earlier in the week; discuss the handwriting focus for the week linked to a join and particular letters; carry out a dictation activity (2 sentences) and then provide children with an opportunity to review spellings and use of punctuation. Dictation is recorded in the back of English books, children mark their own and consider how many errors they have made each week.

Children are set up to 12 spellings each week to learn. These spellings will be practised through a variety of strategies: look, cover, write, check; applying spellings to sentences; word searches; considering synonyms and antonyms; looking at word families. Spellings each week are linked directly to the spelling taught each week and include words from the year group list and those referenced in the National Curriculum. Spellings are practised at least once per week independently during early morning work.

Spellings are not tested on a weekly basis. Instead, at the end of each half term, a consolidation test (out of 20) is administered where children are required to recall 3-4 spellings from each week from the half term. In addition to this, children sit the Testbase termly spelling assessment during the whole school assessment window.