End of Year Expectations

This is a list of end of year spelling expectations in relation to the National curriculum 2014 in line with No Nonsense Spelling.
 
Year 2 National Curriculum requirements
 
Pupils should be taught to
• develop a range of personal strategies for learning new and irregular words*
• develop a range of personal strategies for spelling at the point of composition*
• develop a range of strategies for checking and proofreading spellings after writing*
 
Pupils should be taught to spell by
• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
• learning new ways of spelling phonemes for which one or more spellings are already known, and learning some words with each spelling, including a few common homophones
• learning to spell common exception words
• learning to spell more words with contracted forms
• learning the possessive apostrophe (singular), for example, the girl’s book
• distinguishing between homophones and near homophones
• adding suffixes to spell longer words, for example, ‘-ment’, ‘-ful’, ‘-less’, ‘-ly’
• applying spelling rules and guidelines, as listed in English Appendix 1
• writing from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
 
* non-statutory
 
Year 3 National Curriculum requirements
 
 
Pupils should be taught to
• develop a range of personal strategies for learning new and irregular words*
• develop a range of personal strategies for spelling at the point of composition*
• develop a range of strategies for checking and proofreading spellings after writing*
• use further prefixes and suffixes and understand how to add them (English Appendix 1)
• spell further homophones
• spell words that are often misspelt (English Appendix 1)
• place the possessive apostrophe accurately in words with regular plurals (for example, girls’, boys’) and in words with irregular plurals (for example, children’s)
• use the first two or three letters of a word to check its spelling in a dictionary
• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
• proofread for spelling errors.
 
* non-statutory
 
Year 4 National Curriculum requirements
 
Pupils should be taught to
• develop a range of personal strategies for learning new and irregular words*
• develop a range of personal strategies for spelling at the point of composition*
• develop a range of strategies for checking and proofreading spellings after writing*
• use further prefixes and suffixes and understand how to add them (English Appendix 1)
• spell further homophones
• spell words that are often misspelt (English Appendix 1)
• place the possessive apostrophe accurately in words with regular plurals (for example, girls’, boys’) and in words with irregular plurals (for example, children’s)
• use the first two or three letters of a word to check its spelling in a dictionary
• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
• proofread for spelling errors.
 
* non-statutory
 
Year 5 National Curriculum requirements
 
Pupils should be taught to
• develop a range of personal strategies for learning new and irregular words*
• develop a range of personal strategies for spelling at the point of composition*
• develop a range of strategies for checking and proof reading spellings after writing*
• use further prefixes and suffixes and understand the guidance for adding them
• spell some words with ‘silent’ letters (for example, knight, psalm, solemn)
• continue to distinguish between homophones and other words which are often confused
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
• use dictionaries to check the spelling and meaning of words • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
• use a thesaurus
• proofread for spelling errors.
 
* non-statutory
 
Year 6 National Curriculum requirements
 
Pupils should be taught to
• develop a range of personal strategies for learning new and irregular words*
• develop a range of personal strategies for spelling at the point of composition*
• develop a range of strategies for checking and proofreading spellings after writing*
• use further prefixes and suffixes and understand the guidance for adding them
• spell some words with ‘silent’ letters (rarer GPCs, for example: knight, psalm, solemn)
• continue to distinguish between homophones and other words which are often confused
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
• use dictionaries to check the spelling and meaning of words
• use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
• use a thesaurus
• proofread for spelling errors.
 
* non-statutory