Spelling

To support all our pupils with their development of written language, TPPS adopts a direct teaching strategy for our spelling programme. Pupils will learn to spot patterns, explain rules and identify exceptions for a wide range of vocabulary (including words indicated by national curriculum). Our pedagogical approach is guided by the principles of cognitive science: incorporating dual coding, spaced learning, retrieval practice and interleaving. This is to promote long-term learning and consistent application of accurate spelling across the curriculum; helping pupils continue to be successful throughout their primary and secondary education, and beyond.

In EYFS and Key Stage 1, spelling is intrinsically linked to their application of phonics learnt through Little Wandle. In Year 2, this link is more explicitly taught using Little Wandle's ' bridge to spelling' programme.

In Key Stage Two, the Trust has adapted a tailored programme in response to our learners' needs. There is a minimum of 1 spelling session (max. 20 minutes) per day. Teachers also interleave the learning of spellings across all areas of the curriculum, through high quality modelling and feedback, including spelling starters which refer to theme specific vocabulary in foundation lessons, as this will also support pupil understanding of tier 2 and 3 vocabulary.

In order to better understand the spelling rules which are being taught, it is important that pupils are confident in identifying and distinguishing between long and short vowel sounds, this starts in KS1 with the Little Wandle programme.

Each week, pupils will practise 15 words relating to the rule or spelling tip, two ‘buzz’ words (common exception words) plus the half-term’s homophones.