The Cambridge Primary School

Spelling Curriculum Map

This curriculum map organises the compulsory spelling rules/patterns, in addition to the compulsory lists of words for pupils to
learn across Key Stage 1 & 2, into half termly objectives.

The strands set out below are based on the linguistic principles of how words are built up from either sounds or morphemes (chunks
of meaning). Some words in English do not follow either of these principles, so other spelling cues are needed to support children
to learn them.
Phonemic principles, based on hearing sounds and knowing grapho-phonemic correspondence
Spelling principles used
as strands

High frequency, common exception or commonly misspelt words that need practice for
mastery

Morphemic principles, based on seeing chunks of meaning (compound words, word roots and
affixes)

It is therefore vital that teachers build in ‘how to learn a spelling’, self-help lessons which can be based around spelling patterns or
particular words with which a child or group of children are having difficulty. These lessons will build a repertoire of learning cues
(see appendices) and give children time to reflect on misuses of spelling in writing. Displays within the learning environment, will
also scaffold children’s spelling development and support independence. These will include topic related vocabulary to support
spelling is consistent across all subjects and therefore promoting high expectations.
 Year R
Literacy Writing Early Learning Goal:

 Write recognisable letters, most of which are correctly formed.

 Spell words by identifying sounds in them and representing the sounds with a letter or letters.
 Write simple phrases and sentences that can be read by others.

Spelling is taught through the phonics programme, Little Wandle Letters and Sounds Revised (2021)
The spelling expectations of the programme follow order of the GPCs taught which is outlined in the programme overview and included below. The
spelling expectations are adventurous.
Based on the expectations above, the main focus of teaching spelling in Year R is securing:
1. The understanding that words can be segmented into sounds.
2. The understanding that graphemes (letters or groups of letters) represent sounds.
3. The ability to hear rhymes and to hear syllables in words.
4. Good letter formation to build fluency in handwriting.
5. The understanding that some common exception & high frequency words are not phonetically plausible and are best learned through regular writing
practice to build muscle memory and automaticity.

Strand Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Term

Following Little Following Little

Wandle L&S Wandle L&S
Revised Revised structure
structure

Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

STRATEGIES: See Appendices for more

Word families, best guess, investigations for spelling alternative GPCs, groups of words with the same grapheme/letter string (e.g. bruise,
cruise), over pronunciation (bar-gayn, sto-match), visual cues (Look -take a picture of the shape of the word in your head, Cover-close your
eyes and see it in your mind, Write- does it look right?, Check -look at the bit you got wrong. How will you remember this bit?)
Use the first two or three letters of a word to
check its spelling in a dictionary
 Segment short ai ee igh Vowels Focus on children’s –sure (measure,
words with oa oo ar phonic application in treasure, pleasure,
taught GPCs. (s, or ur oo Names and sounds for writing to decide on enclosure) –ture
a, t, p, i, n, m, d, ow oi ear letters priority areas (creature, furniture,
g, o, c, k, e, u, r, air er /z/ s –es picture, nature,
h, b, f, l) Spelling: make adventure). Check
CVCC CCVC CCVCC phonetically plausible that the word is not a
CCCVC Phase 4 attempts and using root word ending in
with long vowels word families (see (t)ch with an er
below). ending (teacher,
Phase 5 Common alternative catcher, richer,
ai ay play ow ou graphemes with stretcher).
cloud increasing accuracy:
oi oy toy ai, ay, a-e, eigh, ey a
ee ea each (brain, delay, amaze,
+ eight, grey, acorn,
The /f/, /l/, /s/,/z/ bacon, apron, angel)
and /k/ sounds are ee, e, ea, e-e, y, ie, ey,
usually spelt as ff, (seed, be, me, he, she,
Autumn 1

ll, ss, zz, and ck if recent, region,

they come straight frequent, sea, these,
after a single vowel happy, chief, key, even,
letter in short money, every,
words. Exception: everybody, key,
if, pal, us, bus, yes. donkey, monkey,
chimney, valley)
igh, ie, y. i-e, i (delight,
tried, reply, invite,
behind, wild, find,
child)
end of words (i long
vowel sound -most
common spelling (cry,
fly, dry, try, reply, July)
oa, o, ow, o-e, oe
(float, go, slower,
stone, goes)
oo, o, ue, u-e, ew, ui, u
(spoon, do, blue, rule,
fewer, juice, unicorn,
music, future, duty,
human)
Spell common Yr 1 CEW: Test/review prior Test/review prior Test/review prior Test/review prior Test/review prior
exception I assessment of Yr 1 assessment of Yr 2 assessment of Yr 3 assessment of Yr 4 assessment of Yr 5
words. a CEW- teach gaps CEW- teach gaps CEW- teach gaps CEW- teach gaps CEW- teach gaps
(is, I , the) the
be Year 2 CEW: Yr 3 Words Spelling Yr 4 Words Spelling Yr 5 Words Spelling Yr 6 Words Spelling
he child List: List: List: List:
me children actual accident occur individual
she door learn believe accompany interfere
we floor group strange according interrupt
of poor heard reign according language
kind arrive interest achieve leisure
find circle various aggressive lightning
mind often possible forty marvellous
behind build grammar ancient mischievous
wild apparent muscle
climb Further Homophones occupy necessary
ball/bawl,
meat/meet
grate/great Homophones linked Homophones linked
here/hear, Address commonly to word to word
mis-spelt words class/function. class/function, e.g.
Address commonly affect (verb) / effect
mis-spelt words Investigating (noun)
patterns in verb guessed (verb) /
Revise apostrophe for and noun spellings, guest (noun)
singular nouns e.g. license/licence, passed (verb) / past
devise/device, (noun)
practice/practise
Compound words Recap -ed and- ing as Review root words Review Y3 prefixes:
(2 words joined verb inflections (past and suffixes (-ed, -ing, for opposites (un-,
together. Each part tense no change to -ly, -er, -est, -ness, -ful) dis-, mis-, anti-, il-, ir-,
of the longer word root word) im-)
is spelt as it would
be if it were on its Recap Syllables (Each Suffixes: –ly is added
own e.g. football) syllable is like a ‘beat’ to an adjective to form Revise Suffixes: –ly
in the spoken an adverb. (+ investigate
2 syllable words word.(e.g. pocket, exceptions to the
(Each syllable is rabbit, carrot, thunder, rule)
like a ‘beat’ in the sunset).
spoken word.(e.g.
pocket, rabbit, Plurals
carrot, thunder, Recap adding –s
sunset). Include or -es as the plural of
words with two or nouns (cats, dogs,
more digraphs e.g. witches) and the third
queen thicker person singular of
verbs (thanks, swims,
catches)
Teach Adding –es to
nouns and verbs
ending in –y (flies,
tries, replies, copies,
babies, carries)
Segment short ur/ ir bird u sound spelt o (other, ou for short vowel ‘u’ –sion (division,
words with igh/ ie pie mother, brother, sound (young, touch, invasion, confusion,
taught GPCs. oo/ /yoo/ ue blue nothing, Monday) double, trouble, decision, collision,
Including some rescue u alternative country) television)
letter groups yoo/ u unicorn pronunciation (put,
that each pull, push, full, awful, ei, eigh, or ey sc for words with ‘s’
represent one oa/ o go playful (alternative sound -Latin in origin.
sound and say igh/ i tiger u short vowel sound graphemes for ‘ay’ (science, scene,
sounds for them. ai/ a paper (grunt, but, rug) sound (vein, weigh, discipline, fascinate,
(ff ll ss, zz qu, ch, ee/ e he u long vowel sound eight, neighbour, they, crescent)
sh th ng nk) (recap-unicorn, music, obey)
ai/ a-e shake future, duty, human)
igh/ i-e time ow, ou, ough (bow,
oa/ o-e home sprout, bough)
oo/ /yoo/ u-e rude
cute aw sound spelt a before l
and ll (call all, ball, call, walk,
talk, always)
ee/ e-e these
oo/ /yoo/ ew chew l sound at the end of words:
new –le most common spelling
for this sound at the end of
ee/ ie shield
words (table, apple, bottle,
or/ aw claw little, middle)
–el spelling is much less
Grow the code: common than –le. The –el
spelling is used after m, n, r,
igh/ ie i i-e
s, v, w and more often than
ai/ ay a a-e not after s. (camel, tunnel,
oa/ oa o o-e squirrel, travel, towel, tinsel)
ee/ e ie e-e ea –al Not many nouns end in –
al, but many adjectives
oo/ /yoo/ ew u-e u
do.(metal, pedal, capital,
ue hospital, animal)
–il Words ending in il. There
nk: the n sound are not many of these
words.(pencil, fossil, nostril)
spelt n before k)
(e.g. sunk, bank, /j/ sound spelt as ge and dge
honk, think) at the end of words, and
sometimes spelt as g
elsewhere in words before e,
i and y

/s/ sound spelt c before e, i

and y
Spell common Yr 1 CEW: Yr 2 CEW: Yr 3 Words Spelling Yr 4 Words Spelling Yr 5 Words Spelling Yr 6 Words Spelling
exception no both List: List: List: List:
words. go old eight woman attached recommend
( as Aut 1 + put* so cold caught women available relevant
pull* full* as by gold centre promise average restaurant
and has his her my every century therefore awkward signature
go no to into is everybody heart opposite bargain sincere
she push* he of his hold breath ordinary bruise immediately
we me be) has told busy perhaps category soldier
do most early pressure cemetery stomach
to only critic sufficient
Christmas Further Homophones community suggest
Days of the Week Recap above + Recap Further twelfth
Homophones and plain/plane, Homophones variety
near-homophones missed/mist Homophones and vegetable
It’s important to know main/mane, Address commonly commonly mis- vehicle
the difference in groan/grown mis-spelt words spelt words. yacht
meaning between
homophones. Revise possessive Homophones and
(there/their/they’re, Address commonly apostrophe with commonly mis-spelt
here/hear, quite/quiet, mis-spelt words singular and plural words.
see/sea, bare/bear, words
one/won, sun/son, Revise apostrophes for
to/too/two, be/bee, contracted forms
blue/blew, night/
knight)

Contractions-
Apostrophes for
common contracted
forms -apostrophe
shows where a letter
or letters would be if
the words were
written in full (can’t,
didn’t, hasn’t, couldn’t,
it’s, I’ll)
 Plurals Suffixes: Prefixes: for opposites Suffixes: –ation is
•add suffixes –s or  –ed, –ing, to a or negatives (un-, dis-, added to verbs to
–es If the ending root word ending mis-, anti-) form nouns. The rules
sounds like /s/ or in –y with a already learnt still
/z/, it is spelt as –s. consonant before apply. information,
(cats, dogs, spends, it. adoration, sensation,
rocks, thanks) If preparation,
y is changed to i
the ending sounds admiration
before –ed, but
like /ɪz/ and forms
not before – ing as
an extra syllable or
this would result
‘beat’ in the word, Word families (word
in ii. The only
it is spelt as –es webs) based on
ordinary words
(catches) common words,
with ii are skiing
and taxiing. showing how words
(copied, cried, are related in form
replied, copying, and meaning (e.g.
crying, replying) solve, solution,
 – ing, –ed to solver, dissolve,
words ending in –e insoluble/ sign, signal,
with a consonant design, designate,
before it. signify/ strong,
–e at the end of strength)
the root word is
dropped before –
ing, –ed or any
other suffix
utumn 2

beginning with a
vowel letter is
added. Exception:
being. (hiking,
hiked, hiker, nicer)
 –ing, –ed to words
of one syllable
ending in a single
consonant letter
after a single
vowel letter. The
last consonant
letter of the root
word is doubled to
keep the vowel
‘short’). Exception:
The letter ‘x’ is
never doubled:
 mixing, mixed.
(patting, patted,
humming,
hummed,
dropping,
dropped)
Segment short ee/ y funny Silent letters kn, gn, y elsewhere than at Silent letters linked
words with e/ ea head wr, m the end of words for to etymology (silent
taught GPCs w/ wh wheel n sound spelt kn and long vowel ‘i’ sound. letters used to be
including oa/ oe ou toe (less often) gn at the (myth, gym, Egypt, pronounced).
digraphs, shoulder beginning of words. pyramid, mystery)
trigraphs and say igh/ y fly The ‘k’ and ‘g’ at the Look at word
sounds for them. oa/ ow snow beginning of these families and how
(as Aut 2 + ai ee j/ g giant words was sounded pronunciation can
igh oa oo oo ar f/ ph phone hundreds of years ago shift, e.g. night,
or ur ow oi ear l/ le al apple metal (knock, know, knee, doubt, lamb,
air er dd mm tt s/ c ice gnat, gnaw) solemn, island
bb rr gg pp ff). v/ ve give
u/ o-e o ou some r sound spelt wr at the
mother young beginning of words.
z/ se cheese This spelling probably
s/ se ce mouse also reflects an old
fence pronunciation. (write,
Spring 1

ee/ ey donkey written, wrote, wrong,

Grow the code: wrap)
oo/ u ew ue u-e ui
ou oo fruit soup
ee/ ea e e-e ie ey y
ee
s/ c se ce ss
z/ se s zz
oa/ ow oe ou o-e o
oa
Spell common Yr 1 CEW: Yr 2 CEW: Yr 3 Words Spelling Yr 4 Words Spelling Yr 5 Words Spelling Yr 6 Words Spelling
exception was after List: List: List: List:
words. are fast continue particular communicate neighbour
( As Aut 1 & 2 + said class decide calendar competition nuisance
was you they you grass island popular conscience appreciate
my by all are one pass minute position conscious accommodate
sure pure) come father difficult possess dictionary opportunity
some plant earth possession equipped parliament
they last consider purpose curiosity persuade
past enough potatoes definite physical
Recap Days of the path harass prejudice
Week bath Further Homophones foreign privilege
Recap above + Recap Further profession
Recap Homophones whose/who’s Homophones Homophones and programme
knot/not, commonly mis- pronunciation
Recap Contractions mail/male, Address commonly spelt words. queue
brake/break mis-spelt words recognise

Address commonly Revise possessive

mis-spelt words apostrophe with Homophones and
singular and plural commonly mis-spelt
Revise apostrophe for words words.
singular nouns
Recap Plurals Recap -ed and -ing Prefixes: more Suffixes:
 add suffixes –s opposites (il-, ir-, im-) Review Y3 prefixes:
or –es  –er and –est to a (super-, auto-, inter-,
root word ending sub-) + re– means
Suffixes in –y with a ‘again’ or ‘back’. re–:
 add suffixes – consonant before redo, refresh, return,
ing, –ed, –er it. reappear, redecorate
and –est y is changed to i
where no before, –er and – –tion, –sion, –ssion, –
change is est are added, but cian Strictly
needed in the not before – ing as speaking, the suffixes
spelling of this would result are – ion and –ian.
root words in ii. (copier, Clues about whether
verbs: –ing, – happier, happiest) to put t, s, ss or c
ed and –er  –er, –est and –y before these suffixes
(hunting, to words ending in often come from the
hunted, –e with a last letter or letters of
hunter, consonant before the root word.
buzzing, it.
buzzed, –e at the end of
buzzer, the root word is
jumping, dropped before –
jumped, er, –est, –y or any
jumper) other suffix
beginning with a
comparative vowel letter is
adjectives: er added. Exception:
and –est being. (hiker,
(grander, nicer, nicest,
grandest, shiny)
fresher,
 freshest,  –er, –est and –y
quicker, to words of one
quickest) syllable ending in a
single consonant
letter after a single
vowel letter. The
last consonant
letter of the root
word is doubled to
keep the vowel
‘short’). Exception:
The letter ‘x’ is
never doubled:
boxer, sixes.
(sadder, saddest,
fatter, fattest,
runner, runny)
Segment short ur/ or word or sound spelt ar after ch for k sound -Greek
words with /oo/ u oul awful w (war, warm towards) in origin. (scheme,
taught GPCs would chorus, chemist, echo,
including /air/ are share character)
digraphs, /or/ au aur oor al
trigraphs and say author dinosaur
sounds for them. floor walk
(review ai ee igh ch/ tch match
oa oo ar or ur oo /ch/ ture
ow oi ear er air, adventure
er dd mm tt bb /ar/ al half*
Spring 2

rr gg pp ff) /ar/ a father*

Words with 2 or or/ a water
more digraphs, Schwa in longer
compound words: different
words. /o/ a want
/air/ ear ere bear
there
ur/ ear learn
/r/ wr wrist
/s/ st sc whistle
science
Schwa at the end
of words: actor
c/ ch school
/sh/ ch chef
 /z/ /s/ ce se ze
freeze
Review all Yr 1 CEW: Yr 2 CEW: Yr 3 Words Spelling Yr 4 Words Spelling Yr 5 Words Spelling Yr 6 Words Spelling
common our because List: List: List: List:
exception words your busy perhaps different controversy symbol
taught. here could address exercise convenience system
there should guard regular correspond temperature
once would material complete criticise thorough
hour recent remember desperate committee
Recap Days of the eye guide sentence determined environment
Week sure forward separate disastrous government
sugar fruit special embarrass communicate
who thought environment accommodate
whole weight equipment embarrass
Further Homophones rhyme
Recap Homophones Recap above + rhythm
and near homophones fair/fare Recap further Homophones and sacrifice
peace/piece Homophones commonly mis- secretary
The possessive accept/except spelt words. shoulder
apostrophe (singular Address commonly
nouns) Address commonly mis-spelt words Homophones and
mis-spelt words commonly mis-spelt
Recap Contractions words.

Recap plurals –s, - Recap –er, –est and –y Suffixes:- ing, er, ed, Suffixes: -ous
es ion (investigate rules)
 –ment, –ness, –ful adding to words of
Recap Suffixes , –less and –ly If a more than 1 syllable: Revise: –ly
–ing, –ed, –er and suffix starts with a doubling consonant
–est consonant letter, depends on where the Word families (word
 verbs: –ing, – it is added straight stress is placed in the
webs) based on
ed and –er on to most root word
common words,
 comparative words without any
showing how words
adjectives: er change to the last
and –est letter of those are related in form
words. and meaning (e.g.
(enjoyment, solve, solution,
sadness, careful, solver, dissolve,
playful, hopeless, insoluble/ sign, signal,
plainness (plain + design, designate,
ness), badly) signify/ strong,
strength)
Recap –ed and-ing
 Segment short y play Revise alternative -gue and -que for ch for sh sound –
words with a-e shake pronunciations words ending with k mostly French in
taught GPCs. ea each and g sound words - origin. (chef, chalet,
Write words (as e he a (long –acorn, bacon, French in origin. machine, brochure)
before +) ie pie apron, angel and short (league, tongue,
short vowels i-e time – wasp, squash, watch, antique, unique)
CVCC CCVC o go what, want, quantity)
CCVCC CCCVC o-e home
CCCVCC ue blue rescue e (long-he, me, she,
ew chew new recent, frequent,
compound u-e rude cute region and short – bed,
words aw claw wren, spend)
ea head
Write phrases ir bird i (long- wild, find, child,
and more than 1 ou cloud behind and short-tin,
sentence made oy toy rid, grit)
up of words with i tiger
known letter– a paper o (long-gold, cold,
sound ow snow both, no, go, old and
correspondences u unicorn short-pot, moth, shot,
Summer 1

and, where ph phone hog)

necessary, a few wh wheel
exception ie shield u (long-unicorn, music,
words. g giant future, duty, human
+ and short tricky - put,
tch: catch, hutch, pull, push, full, awful,
fetch, kitchen, playful and short-
notch. The sound is grunt, but, rug)
usually spelt as tch
if it comes straight
after a single vowel
letter. Exceptions:
rich, which, much
Review common Yr 1 CEW: Yr 2 CEW: Yr 3 Words Spelling Yr 4 Words Spelling Yr 5 Words Spelling Yr 6 Words Spelling
exception were any List: List: List: List:
words-( all) where many though straight especially appreciate
including + said put clothes notice favourite exaggerate conscious
so have like push again quarter strength hindrance competition
some come love pull great length suppose excellent definite
do were here full steak library surprise existence convenience
little says there today break famous bicycle explanation desperate
when what one parents describe business familiar disastrous
out today) pretty mention medicine amateur especially
Days of the Week beautiful answer natural frequently equipment
 appear naughty government foreign
Homophones and near familiar
homophones Further Homophones frequently
Recap above + Homophones and government
Recap possessive medal/meddle Recap Further commonly mis- guarantee
apostrophe (singular heel/heal/he’ll, Homophones spelt words. immediate
nouns) berry/bury,
weather/whether Address commonly
mis-spelt words Homophones and
Address commonly commonly mis-spelt
mis-spelt words words.
Revise possessive
Revise apostrophe for apostrophe with
singular nouns + singular and plural
possessive words
apostrophe with
plural words
root words Recap plurals –s, - Recap all suffixes and Recap suffixes & Recap suffixes &
ending in: –ing, es rules. (ed, ing, er, est, prefixes where prefixes where
–ed /t/, –ed /id/ y, er, ment, ful, ness, necessary necessary
/ed/ –est Recap Suffixes less, ly)
–ing, –ed, –er and
–est
 verbs: –ing, –
ed and –er
 comparative
adjectives: er
and –est

3 syllable words

Prefix un–
un– is added to the
beginning of a
word without any
change to the
spelling of the root
word. (unhappy,
undo, unload,
unfair, unlock)
 Spell words by ai/ eigh aigh ey ea ur sound spelt or after
identifying eight straight grey w. There are not many
sounds in them break of these words. (word,
and representing /n/ kn gn knee work, worm, world,
the sounds with gnaw worth)
a letter or /m/ mb thumb
letters. /ear/ ere eer here aw sound spelt ar
deer after w. There are not
zh/ su si treasure many of these words.
vision (war, warm, towards)
/j/ dge bridge
/i/ y crystal zh sound spelt s
/j/ ge large (television, treasure,
sh/ ti ssi si ci usual)
potion mission
mansion delicious –tion (station, fiction,
or/ augh our oar motion, national,
ore daughter pour section)
oar more
+ STRATEGIES:
Summer 2

ore (before, score, Word families, best

more, shore, wore) guess and
v sound at the end investigations for
of words English spelling alternative
words hardly ever GPCs
end with the letter
v, so if a word ends
with a /v/ sound,
the letter e usually
needs to be added
after the ‘v’. (e.g.
have, live, give,
love)
Spell some Yr 1 CEW: Yr 2 CEW: Yr 3 Words Spelling Yr 4 Words Spelling Yr 5 Words Spelling Yr 6 Words Spelling
taught common ask half List: List: List: List:
exception/ high friend money actually peculiar (some tricky words Children to apply
frequency school improve extreme occasion from Year 4) previous spellings in
words. says even February occasionally guarantee own writing and
house move certain probably immediate writing for younger
love prove height knowledge knowledge pupils.
Mr history experiment experiment
Mrs imagine experience experience Homophones and
people increase question business commonly mis-spelt
water interest disappear possession words.
 important important disappear
weight
Homophones and near Further Homophones Recap Further separate
homophones Recap above + Homophones
affect/effect,
scene/seen Address commonly Homophones and
rain/rein/reign mis-spelt words commonly mis-
spelt words.
Address commonly
mis-spelt words

Revise possessive
apostrophe with
plural words
Recap Revise suffix rules Prefixes: (super-, auto- Review – what do we
Prefix un– , inter-, sub-) know about adding
Plurals –s, -es prefixes and suffixes?
Suffixes Word families (word
–ing, –ed, –er and webs) an introduction/ Word families (word
–est investigation- based webs) based on
 verbs: –ing, – on common words, common words,
ed and –er showing how words showing how words
 comparative are related in form are related in form
adjectives: er and meaning. and meaning (e.g.
and –est solve, solution,
Revise spelling work
solver, dissolve,
Contractions – for the year.
insoluble/ sign, signal,
don’t, won’t, can’t
etc. design, designate,
signify/ strong,
strength)
 Appendices
Spelling Strategies
Coding Frame for Analysis of Spelling
Used to analyse spelling errors and set SMART targets for provision/intervention and progression.
principles Phonemic principles, based on hearing sounds and knowing grapho-phonemic correspondence
Spelling

used as
strands High frequency, common exception or commonly misspelt words that need practice for mastery

Morphemic principles, based on seeing chunks of meaning (compound words, word roots and affixes)
Sound based error
Omission of phoneme
Plausible spelling – wrong grapheme choice
Long vowel sound
Error in unstressed vowels (the little “uh”
sound we say in “weak” syllables, like the “er” in
“water”, the “ar” in “liar”, the “or” in “tractor”)

Common words
Homophones
Common irregular (e.g. who, he, one)
Commonly mis-spelt (e.g. thought, believe,
minute)

Root words and affixes

Omission of affix – ed, ing, s
Ending: -s, -ing, -ed to words ending in y
Ending: verbs which end in e: adding ing for
other
Ending adverb formation error with –ly or –
ally
Ending: other suffix formations (e.g. ful, ible,
able)
Statutory Spellings – split by year group and half term
Year 1 (45)
Aut1 Aut2 Sp1 Sp2 Sum1 Sum2
I no was our were ask
a go are your where friend
the so said here put school
be by you there push says
he my one once pull house
me is come full love
she his some today
we has they
of do
to

Year 2 (64)
Aut1 Aut2 Sp1 Sp2 Sum1 Sum2
child both after because any half
children old fast busy many money
door cold class could clothes improve
floor gold grass should again even
poor every pass would great move
kind everybody father hour steak prove
find hold plant eye break Mr
mind told last sure parents Mrs
behind most past sugar pretty people
wild only path who beautiful water
climb Christmas bath whole

Year 3 (51)
Aut1 Aut2 Sp1 Sp2 Sum1 Sum2
actual eight continue perhaps though actually
learn caught decide address notice extreme
group centre island guard quarter February
heard century minute material length certain
arrive heart difficult recent library height
circle breath earth guide famous history
often busy consider forward describe imagine
build early enough fruit mention increase
answer interest
appear important

Year 4 (56)
Aut1 Aut2 Sp1 Sp2 Sum1 Sum2
accident woman particular different straight peculiar
believe women calendar exercise favourite occasion
strange promise popular regular strength occasionally
reign therefore position complete suppose probably
interest opposite possess remember surprise knowledge
various ordinary possession sentence bicycle experiment
possible perhaps purpose separate business experience
grammar pressure potatoes special medicine question
 thought natural disappear
weight naughty important

Year 5 (63)
Aut1 Aut2 Sp1 Sp2 Sum1 Sum2
occur attached communicate controversy especially guarantee
accompany available competition convenience exaggerate immediate
according average conscience correspond hindrance knowledge
according awkward conscious criticise excellent experiment
achieve bargain bruise dictionary desperate existence experience
aggressive category equipped determined explanation business
forty ancient cemetery curiosity disastrous familiar possession
apparent critic definite embarrass amateur disappear
occupy community harass environment frequently weight
foreign equipment government separate

Year 6 (41)
Aut1 Aut2 Sp1 Sp2 Sum1 Sum2
individual recommend neighbour symbol appreciate Children to
interfere relevant nuisance system conscious apply
interrupt restaurant appreciate temperature competition previous
language signature accommodate thorough definite spellings in
leisure sincere opportunity committee convenience own writing
lightning immediately parliament environment desperate and writing
marvellous soldier persuade government disastrous for younger
mischievous stomach physical communicate especially pupils.
muscle sufficient prejudice accommodate equipment
necessary suggest privilege embarrass foreign
twelfth profession rhyme familiar
variety programme rhythm frequently
vegetable pronunciation sacrifice government
vehicle queue secretary guarantee
yacht recognise shoulder immediate