[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-492742-105":59,"doc-detail-492742-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","english-appendix-1-spelling","English Appendix 1 - Spelling","","Spelling appendix describing how pupils should learn and apply correct spelling across key stage 2. It explains the shift from reading-based familiarity to deliberate choice of graphemes, and highlights the teaching value of example and exception words. It outlines statutory word-lists for years 3–4 and 5–6, distinguishes statutory requirements from non-statutory guidance, and emphasizes phonics as well as morphology and etymology. The document includes IPA-based sound representation and year 1 work.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-appendix-1-spelling/492742/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-appendix-1-spelling/492742.png","ImageObject",300,407,{"name":92,"@type":93},"SundayMiles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the appendix distinguish spelling from reading when teaching younger pupils?","Question",{"text":113,"@type":114},"It explains that reading allows pupils to absorb spellings less consciously, while spelling requires choosing the correct letters for sounds. Younger pupils may not yet have had time to learn or absorb accurate spellings for all words they want to write.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the purpose of using example words and exception words?",{"text":118,"@type":114},"It provides examples that embody each taught pattern and stresses learning correct spelling because many listed words appear frequently in pupils’ writing. Exception words contain GPCs not taught as widely applicable yet, but they still matter for accurate spelling.",{"name":120,"@type":111,"acceptedAnswer":121},"What teaching support beyond phonics does the appendix recommend?",{"text":122,"@type":114},"It emphasizes that phonics should underpin spelling after key stage 1, and teachers should highlight GPCs that fit or do not fit what has been taught. It also states pupils need understanding of morphology and etymology to connect meaning and spelling, such as medical/medicine and prefix/suffix principles.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},492742,1791434312,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},1099529839202,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","English Appendix 1: Spelling  \nMost people read words more accurately than they spell them. The younger pupils are, the truer this is.  \nBy the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.  \nThis appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling. The ‘exception words’ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few ageappropriate words rather than because they are rare in English words in general.  \nThe word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.  \nThe rules and guidance are intended to support the teaching of spelling. Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology. Although particular GPCs in root words simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling where these are relevant. For example, understanding the relationship between medical and medicine may help pupils to spell the /s/ sound in medicine with the letter ‘c’. Pupils can also be helped to spell words with prefixes and suffixes correctly if they understand some general principles for adding them. Teachers should be familiar with what pupils have been taught about spelling in earlier years, such as which rules pupils have been taught for adding prefixes and suffixes.  \nIn this spelling appendix, the left-hand column is statutory; the middle and righthand columns are non-statutory guidance.  \nThe International Phonetic Alphabet (IPA) is used to represent sounds (phonemes) . A table showing the IPA is provided in this document.  \nSpelling – work for year 1  \nRevision of reception work  \n\n| Statutory requirements |\n| --- |\n| The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:\u003Cbr>􀂃 all letters of the alphabet and the sounds which they most commonly represent\u003Cbr>􀂃 consonant digraphs which have been taught and the sounds which they represent\u003Cbr>􀂃 vowel digraphs which have been taught and the sounds which they represent\u003Cbr>􀂃 the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds\u003Cbr>􀂃 words with adjacent consonants\u003Cbr>􀂃 guidance and rules which have been taught |\n\n\n| Statutory requirements |\n| --- |\n| The sounds /f/, /l/,/s/, /z/ and /k/ spelt ff, ll, ss, zz and ck |\n| The /ŋ/ sound spelt n before k |\n| Division of words into syllables |\n\n\n| Rules and guidance (non-statutory) | Example words (non-statutory) |\n| --- | --- |\n| The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel ","cbCaicNudgLD3KDe","https://ap.wps.com/l/cbCaicNudgLD3KDe","pdf",293306,26,"English","# Spelling overview\n## Learning reading vs spelling\n## Example and exception words\n## Statutory word-lists (years 3–4 and 5–6)\n## Teaching rules and guidance\n## IPA and sound representation\n# Spelling - work for year 1\n## Revision of reception work\n## Key spelling rules and guidance\n## Vowel digraphs and trigraphs","[{\"question\":\"How does the appendix distinguish spelling from reading when teaching younger pupils?\",\"answer\":\"It explains that reading allows pupils to absorb spellings less consciously, while spelling requires choosing the correct letters for sounds. Younger pupils may not yet have had time to learn or absorb accurate spellings for all words they want to write.\"},{\"question\":\"What is the purpose of using example words and exception words?\",\"answer\":\"It provides examples that embody each taught pattern and stresses learning correct spelling because many listed words appear frequently in pupils’ writing. Exception words contain GPCs not taught as widely applicable yet, but they still matter for accurate spelling.\"},{\"question\":\"What teaching support beyond phonics does the appendix recommend?\",\"answer\":\"It emphasizes that phonics should underpin spelling after key stage 1, and teachers should highlight GPCs that fit or do not fit what has been taught. It also states pupils need understanding of morphology and etymology to connect meaning and spelling, such as medical/medicine and prefix/suffix principles.\"}]","English Appendix 1 - Spelling | PDF",1790869701,66]