Spelling

SPELLING AT VICTORIA ROAD PRIMARY SCHOOL

At Victoria Road Primary School, we encourage children to take pride and interest in spelling. 

Intent

 

We believe that spelling should be taught explicitly and we understand that the active teaching of spelling plays a decisive role in children’s understanding of how to spell.

 

At Victoria Road, we ensure that effective teaching of spelling is taught by generating a real enthusiasm and excitement for language – through reading, speaking and writing.   We aim to use meta-cognitive processes to support children so that they take responsibility for their own learning.

 

Throughout school, we aim for children to develop into confident spellers, who are able to spell quickly and accurately and know the relationship between sounds and letters, understand the word structure and the spelling structure of words.

 

We aim for children to use their knowledge to be able to describe words, spelling patterns and meanings, developing a knowledge of words, their history and the way they work within language.

 

Design and Implementation

 

The spelling curriculum is designed, led and overseen by the spelling lead. Teachers follow the spelling document produced by the spelling lead which splits each year group’s spellings into termly foci. 

We use the Word Study approach to teaching spelling, giving children opportunities to discuss similarities and differences between the spelling and meaning of words. Working together, children explore why these patterns occur and develop an understanding of how our language works. 

Spelling is taught daily in all classes. 

A high value is placed on spelling at Victoria Road Primary School. 

 

Our Spelling Curriculum is designed to be progressive and thorough. It outlines weekly foci for each class. In addition, we measure the impact of our spelling curriculum through the following methods: 

  • GAPS tests
  • Weekly spelling checks/tests where appropriate
  • Monitoring of workbooks for application and improvement
  • A cycle of work that gradually releases scaffolding and promotes independence/self-regulation.

Assessment is on-going and forms part of our writing assessment.

 

Impact

 

We want every child to be able to:

 

  • Attempt words for themselves using a range of strategies and be able to edit their spelling appropriately.
  • Write an increasingly wide range of words from memory.
  • Use a variety of resources to help with spelling e.g. dictionaries, classroom environment, ICT.
  • Develop an understanding and knowledge of spelling patterns and rules through investigations, word studies and discovery.
  • Look with intent when editing their own work to recognise and improve mis-spellings.
  • Transfer spelling skills across the curriculum
  • Develop spelling skills which will help to enrich their life

 

 

Spelling next steps

To work with staff to research and apply ways in which to make spellings ‘stick’ with the children. 

To teach children self-regulation strategies to use when learning new spellings and working to retain them.

 

 

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Victoria Road Primary School
Victoria Road, Northwich, Cheshire, CW9 5RE
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