Balmedie School

Spelling Policy 

August 2010

Rationale

The ability to spell easily enables an individual to become a more effective writer. When spelling becomes automatic, more thought can be put into what is written. The English Language is not a regular language but is systematic and patterned. Learning to spell is a process of working out such patterns and applying them to new words. Learning to spell is not just learning lists of words, but is a developmental process of learning to apply different strategies appropriately.

Aims of our Spelling Programme at Balmedie School

· To enable children to write independently
· To encourage creativity and the use of more ambitious vocabulary
· To develop and teach children to use strategies for spelling confidently
· To enhance skills of proof reading
· To promote a positive approach to spelling.

Teaching and Learning

At Balmedie School our children will be offered a wide range of spelling activities to provide a stimulus for all learning styles.
They may take the form of:
. Multi–sensory activities
. Active spelling activities
· Whole class teaching
· Displays, word banks etc
· Dictionaries and thesauruses at an appropriate level
· Multi media approaches (DVD, On-line)
· Writing experiences through play

Progression
The following spelling programmes are used in school.

Nursery	Letter Recognition a- z based on Jolly Phonics	
P1	Jolly Phonics – The Phonics Handbook
1. s a t i p n                        4. j v w x y z qu
2. c k e h r m d                   5. ch sh th wh ee oo
3. g o u l f b                        6. ng ai oa ie ou oi ue
 	
P2	Jolly Grammar Book 1 Week 1 to Week 20 approx.	
P3	Jolly Grammar Book 1 Week 20 approx. to the end
Jolly Grammar Book 2 Week 1 to Week 12 approx.	
P4	Jolly Grammar Book 2 Week 13 approx. to the end
Then NFER Nelson, if required.	
P5, P6, P7	NFER Nelson (Single Word Spelling test and  Structured Spelling Lists Levels 1 to 7)	

Lower stages – A closer look
Jolly Phonics is a thorough foundation for reading and writing. It uses the synthetic phonics method of teaching the letter sounds in a way that is fun and multi-sensory. Children learn how to use the letter sounds to read and write words.

Jolly Phonics teaching the five basic skills for reading and writing:
1. Learning the letter sounds
2. Learning letter formation
3. Blending
4. Identifying sounds in words
5. Spelling the tricky words
Jolly Grammar is the next stage, after a first year with Jolly Phonics. It helps children express themselves - for instance by using adjectives and adverbs to bring greater expression to their writing. It also improves their spelling in a structured way and by teaching the key rules. Jolly Grammar introduces a wide range of language forms including the parts of speech, plurals, punctuation, and the tenses past, present, and future. It also teaches a wide range of spelling rules, including defining aspects such as the short vowels.
Upper stages – A closer look
NFER Single Word Spelling Test is used in the upper stages. This
placement test is conducted at the start of the new session. A maximum of around 3 differentiated groups will normally emerge from this exercise. Class teachers will then go on to teach at the level that emerges from the test. These spelling words/pattern
s will be taught through a balance of structured and active methods. 

Structured: Look, Say, Cover, Write, Check, Learning spelling rules 
Active: mnemonics, games and other multi-sensory approaches

Homework
Children will have spelling related homework activities each week. 
•	Look at the set of words
•	Write the set of words
•	Use the words in a sentence to associate them with their meaning
•	Finding words within words
•	Silly stories
•	Kim’s game
•	Syllables
•	Spelling Tennis
•	Muddled Letters
•	Hangman
•	Dictionary Race Flashcards
•	Definitions
•	Alphabetical order
•	Mnemonics
•	Guess the word
•	And others………

Additional Support Needs
Some children may need more help to become a mature speller than others. This is often the case with children who have specific learning difficulties. Class teachers will consult with our Additional Support for Learning team and plan a variety of approaches to support progress. This may include more individual time with their teacher, classroom assistant or support for learning auxiliary, specific guidance in how to learn spellings, a planned structured intervention programme e.g. Toe by Toe,   more structured homework and greater involvement of parents in supporting homework.

If necessary an Individual Education Plan will be introduced if a child’s programme is significantly differentiated.