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Olney Middle School
Trial Spelling Scheme
2014/15
2
Olney Middle School Trial Spelling Scheme 2014/2015
Terminology
Vowel – any of the letters a, e, i, 0, and u and sometimes y.
Consonant – a letter that is not a vowel including y which can sometimes take the form
of a vowel such as in rhythm.
Syllable – a unit of pronunciation having one vowel sound with or without surrounding
consonants, forming the whole or part of a word, for example cod has one syllable,
robot has two and elephant has three syllables.
Graph – one letter making one sound, for example ‘c’ in cat.
Digraph – two letters making one sound, for example ‘ph’ in phone.
Trigraph – three letters making one sound, for example ‘dge’ in edge.
Quadgraph – four letters making one sound, for example ‘ough’ in through.
Short and long vowel sounds – a long vowel says the letters name such as the ‘a’ in
baby, the ‘e’ in me, the ‘i’ in tiger, the ‘o’ in both and the ‘u’ in rule. Whereas the short
vowel sound doesn’t, such as ‘a’ in cat, ‘e’ in met, ‘i’ in it, ‘o’ in hot and ‘u’ in bug.
Split vowel digraph (magic ’e’) – two vowels making one sound separated by a consonant,
for example a-e as in made or i-e in kite. Sometimes the ‘e’ is referred to as a magic ‘e’
because it alters the sound of the first vowel.
Phoneme – is the sound that a letter or letters make, for example cat is made up of
three phonemes c-a-t. There are at least 44 phonemes in the English language.
Grapheme – this is the way of writing down a phoneme, for example edge has two
graphemes: ‘e’ and ‘dge’.
Root word – this is a word that does not have a prefix (in front of the word) or a suffix
(at the end of a word).
Prefix – a letter or letters placed in front of a word to form a new word, for example
bicycle.
Suffix – a letter or group of letters added to the end of a word to change its meaning.
Compound words – these are words formed when two or more words are put together
to form a new word with a new meaning, for example playground.
3
Homophone – is a word that is pronounced the same as another word but differs in
meaning and may differ in spelling. For example rose as in flower and as in the past
tense as rise or carat – as in gold, or carrot as in the vegetable.
Homograph - is a group (usually a pair) of words that are spelled the same way, but
have different meanings. They may or may not be pronounced the same way, although
the difference in pronunciation is often just a shift in the accented syllable. For
example, desert ( a hot arid region) and desert (meaning to leave) are homographs,
whereas desert (meaning to leave) and dessert (a pudding) are homophones.
Differentiation
As in all subjects the learning of spellings will be differentiated in the following
way:
Must – blue group with about half the spellings
Should – orange group with about three quarters of the spellings
Could – purple group with all the spellings.
Spellings in lessons
Each week a SPAG (Spelling, Punctuation and Grammar) lesson will be devoted to
spelling. This lesson will normally start with a spelling test of the previous
week’s spellings and then a short lesson on this week’s spelling rule and words.
In the spelling test the children just have to write the word, however, time will
be allocated after the test for the children to write at least 5 sentences for
the words demonstrating that they understand its meaning and use it in the
correct context.
Spellings at home
For Years 3 and 4the children practise the spellings at least four times a week
on their spelling sheet, using the Say – Name – Cover – Write – Check method.
As an additional challenge they can write a sentence for some or all of the
words showing they understand its meaning. Children will be encouraged to find
definitions of unfamiliar words using a dictionary.
4
For Years 5 and 6the children practise the spellings at least four times a week
on their spelling sheet, using the Look - Say – Cover – Write – Check method. As
an additional challenge they must write a sentence for all of their words
showing they understand its meaning and can use it in the correct context.
Children will be encouraged to find definitions of unfamiliar words using a
dictionary.
5
Spelling work for Year 3
Term/
Week
Statutory
requirements Rules and guidance
(non-statutory)
Example words
(non-statutory)
Spellings for
this week Autumn 1
Week 1
Yr 2
revision
All words
are
revision
from Year
2, words in
red are
common
exception
words from
Year 2.
The /i:/
sound spelt
–ey
(KS1/S29)
The plural of these words is
formed by the addition of –s
(donkeys, monkeys, etc.).
key, donkey,
monkey,
chimney, valley
keys
monkeys
chimneys
valleys
floor
behind
child
wild
climb
most
Autumn 1
Week 2
Yr 2
revision
The /ɒ/
sound spelt
a
after w and
qu
(KS1/S30)
a is the most common spelling
for the /ɒ/ (‘hot’) sound after w
and qu.
want, watch,
wander,
quantity, squash
want
watch
squash
only
both
every
everybody
eye
who
whole Autumn 1
Week 3
Yr 2
revision
The /ʒ/
sound spelt
s
(KS1/S33)
The /ʒ/ sound spelt s
television,
treasure,
usual
television
treasure
usual
even
great
break
pretty
after
father
money Autumn 1
Week 4
Yr 2
revision
The
suffixes –
ment,
–ness, –ful ,
–less
and –ly
(KS1/S34)
If a suffix starts with a
consonant
letter, it is added straight on to
most
root words without any change
to the
last letter of those words.
enjoyment
hopeless
badly
class
plant
bath
hour
sure
again
half Autumn 1
Week 5
Yr 2
revision
The
suffixes –
ment,
–ness, –ful ,
Exceptions:
(1) argument
(2) root words ending in –y with
a consonant before it but only if
enjoyment,
sadness,
careful, playful,
hopeless, plainness
argument
merriment,
happiness,
plentiful,
6
–less
and –ly
(KS1/S34)
the root word has more than
one syllable.
(plain + ness),
badly. merriment,
happiness,
plentiful,
penniless,
happily
penniless,
happily
any
clothes
busy
water Autumn 1
Week 6
Yr 2
revision
Words
ending in –
tion
(KS1/S36)
Words ending in –tion
station, fiction,
motion,
national, section
station
fiction
motion
national
section
could
should
would
people
parents
Mr
Mrs
Miss Autumn 2
Week 1
Yr 2
revision
Contractions
(KS1/S35 &
G6.8)
In contractions, the apostrophe
shows where a letter or letters
would be if the words were
written in full (e.g. can’t –
cannot). It’s means it is (e.g. It’s
raining) or sometimes it has (e.g.
It’s been raining), but it’s is
never used for the possessive.
can’t, didn’t,
hasn’t,
couldn’t, it’s, I’ll
can’t, didn’t,
hasn’t,
couldn’t, it’s,
I’ll
four other
class
examples
Autumn 2
Week 2
Yr 2
revision
The
possessive
apostrophe
(singular
nouns)
(KS1/G6.8)
Megan’s, Ravi’s,
the girl’s, the
child’s, the man’s
Megan’s
Ravi’s
the girl’s
the child’s
the man’s
five other
class
examples Autumn 2
Week 3
Yr 2
revision
Homophones
and near-
homophones
(KS1/S37)
one/won, sun/son,
one
won
sun
son
because
children
beautiful
prove
improve
Christmas Autumn 2
Week 4
Yr 2
revision
Homophones
and near-
homophones
(KS1/S37)
quite/quiet,
see/sea,
bare/bear,
blue/blew,
quite
quiet
see
sea
7
night/knight bare
bear
blue
blew
night
knight Autumn 2
Week 5
Yr 2
revision
New words
for Year
3.
Words in
purple are
from the
Year ¾
word list.
Homophones
and near-
homophones
(KS1/S37)
to/too/two,
be/bee,
to
too
two
be
bee
accident
actual
address
answer
appear Autumn 2
Week 6
Yr 2
revision
Homophones
and near-
homophones
(KS1/S37)
there/their/they’r
e,
here/hear,
there
their
they’re
here
hear
arrive
believe
bicycle
breath
build Spring 1
Week 1
Adding
suffixes
beginning
with vowel
letters to
words of
more than
one
syllable
(KS2/S39)
If the last syllable of a word is
stressed and ends with one
consonant letter which has just
one vowel letter before it, the
final consonant letter is doubled
before any ending beginning
with a vowel letter is added.
The consonant letter is not
doubled if the syllable is
unstressed.
forgetting,
forgotten,
beginning,
beginner,
prefer,
preferred
forgot
forgetting
forgotten
begin
beginning
beginner
prefer
preferred
busy
caught Spring 1
Week 2 Adding
suffixes
beginning
with vowel (continued).
(KS2/S39)
If the last syllable of a word is
stressed and ends with one
consonant letter which has just
one vowel letter before it, the
final consonant letter is doubled
before any ending beginning
with a vowel letter is added.
The consonant letter is not
doubled if the syllable is
unstressed.
gardening,
gardener,
limiting, limited,
limitation.
garden
gardening
gardener
limit
limiting
limited
limitation
certain
centre
circle Spring 1
Week 3 The / ɪ /
sound spelt
y
These words should be learnt as
needed.
myth, gym, Egypt,
pyramid, mystery
myth
gym
Egypt
8
elsewhere
than at the
end of
words
(KS2/S40)
Pyramid
mystery
complete
consider
continue
decide
describe Spring 1
Week 4 The /ʌ/
sound spelt
Ou
(KS2/S41)
These words should be learnt as
needed.
young,
touch,
double,
trouble, country
young
touch
double
trouble
country
different
difficult
disappear
early
earth Spring 1
Week 5 More
prefixes
(KS2/S42)
Most prefixes are added to the
beginning of root words without
any
changes in spelling, but see in–
below.
Like un–, the prefixes dis– and
mis–
have negative meanings.
dis–: disappoint,
disagree, disobey
mis–: misbehave,
mislead, misspell
(mis
+ spell)
disappoint
agree
disagree
obey
disobey
behave
misbehave
lead
mislead
spell
misspell Spring 2
Week 1 More
prefixes
(KS2/S42)
The prefix in– can mean both
‘not’
and ‘in’/‘into’. In the words given
here
it means ‘not’.
Before a root word starting
with l, in–
becomes il.
in–: inactive,
incorrect
illegal, illegible
legal
illegal
legible
illegible
enough
famous
February
forward
fruit
group Spring 2
Week 2 More
prefixes
(KS2/S42)
Before a root word starting
with m or p, in– becomes im–.
immature,
immortal,
impossible,
impatient,
imperfect
mature
immature
mortal
immortal
possible
impossible
patient
impatient
perfect
imperfect Spring 2
Week 3 More Before a root word starting irregular, regular
9
prefixes
(KS2/S42)
with r, in–
becomes ir–.
irrelevant,
irresponsible
irregular
relevant
irrelevant
responsible
irresponsible
heard
heart
imagine
important Spring 2
Week 4 More
prefixes
(KS2/S42)
re– means ‘again’ or ‘back’. re–: redo, refresh,
return, reappear,
redecorate
do
redo
fresh
refresh
return
appear
reappear
decorate
redecorate
increase Spring 2
Week 5 More
prefixes
(KS2/S42)
sub– means ‘under’. sub–: subdivide,
subheading,
submarine,
submerge
divide
subdivide
heading
subheading
marine
submarine
merge
submerge
island
learn Summer 1
Week 1 More
prefixes
(KS2/S42)
inter– means ‘between’ or
‘among’.
super– means ‘above’.
inter–: interact,
intercity,
international,
interrelated (inter
+
related)
super–:
supermarket,
superman,
superstar.
act
interact
city
intercity
national
international
related
interrelated
natural
notice Summer 1
Week 2 More
prefixes
(KS2/S42)
anti– means ‘against’.
auto– means ‘self’ or ‘own’.
anti–: antiseptic,
anticlockwise,
antisocial.
Auto–:
autobiography,
autograph
septic
antiseptic
clockwise
anticlockwise
social
antisocial
biography
auto
biography
graph
10
autograph Summer 1
Week 3 The suffix –
ation
(KS2/S43)
The suffix –ation is added to
verbs
to form nouns. The rules already
learnt still apply.
information,
adoration,
sensation,
preparation,
admiration
information
adoration
sensation
preparation
admiration
often
perhaps
popular
possible
promise Summer 1
Week 4 The suffix –
ly
(KS2/S44)
The suffix –ly is added to an
adjective to form an adverb.
The rules already learnt still
apply. The suffix –ly starts with
a consonant letter, so it is
added straight on to most root
words.
sadly, completely,
usually (usual + ly),
finally (final + ly),
comically (comical
+ ly)
sadly
completely
usually
finally
comically
purpose
question
regular
straight
strange Summer 1
Week 5 The suffix –
ly –
exceptions
(KS2/S44)
Exceptions:
(1) If the root word ends in –y
with a consonant letter before
it, the y is changed to i, but only
if the root word has more than
one syllable.
(2) If the root word ends with –
le, the –le is changed to –ly.
happily, angrily
gently, simply,
humbly,
nobly
happily
angrily
gently
simply
humbly
nobly
special
suppose
surprise Summer 2
Week 1 Homophones
and near-
homophones
(KS2/S62)
ball/bawl,
brake/break,
fair/fare,
grate/great,
groan/grown,
ball
bawl
brake
break
fair
fare
grate
great
groan
grown Summer 2
Week 2 Homophones
and near-
homophones
(KS2/S62)
here/hear,
heel/heal/he’ll,
mail/male,
meat/meet,
plain/plane,
here
hear
heel
heal
he’ll
male
meat
meet
11
plain
plane Summer 2
Week 3 The suffix –
ly –
exceptions
(KS2/S44)
(3) If the root word ends with –
ic,
–ally is added rather than just –
ly,
except in the word publicly.
(4) The words truly, duly, wholly
basically,
frantically,
dramatically
truly, duly, wholly
basic
basically
frantic
frantically
dramatic
dramatically
truly
duly
wholly Summer 2
Week 4 Words with
endings
sounding like
/ʒə/ or
/tʃə/
(KS2/S45)
The ending sounding like /ʒə/ is
always spelt –sure.
The ending sounding like /tʃə/ is
often spelt –ture, but check
that the
word is not a root word ending
in
(t)ch with an er ending – e.g.
teacher, catcher, richer,
stretcher.
measure, treasure,
pleasure,
enclosure
creature,
furniture,
picture, nature,
adventure
measure
treasure
pleasure
enclosure
creature
furniture
picture
nature
adventure
woman
women Summer 2
Week 5 Endings
which sound
like /ʒən/
(KS2/S46)
If the ending sounds like /ʒən/,
it is
spelt as –sion.
division, invasion,
confusion,
decision,
collision, television
divide
division
invade
invasion
confuse
confusion
decide
decision
collide
collision
television
Word List Year 3
accident actual address answer
appear arrive believe bicycle
breath build busy caught
certain centre circle complete
consider continue decide describe
different difficult disappear early
earth enough famous February
forward fruit group heard
heart imagine important increase
island learn natural notice
often perhaps popular possible
promise purpose question regular
straight strange special suppose
surprise woman women
12
Spelling work for Year 4
Term/
Week
Statutory
requirements Rules and guidance
(non-statutory)
Example words
(non-statutory)
Spellings for
this week Autumn 1
Week 1
Yr 3
revision
All words
are
revision
from Year
3, words in
purple are
from the
year 3
word list.
Difficult
words
revision
(KS1/S13)
Monday/Tuesday
Wednesday/Thurs
day
Friday/Saturday
Sunday
January
people
because
friend
school
only
Olney
All days of
the week
All months of
the year.
Autumn 1
Week 2
Yr 3
revision.
Homophones
and near-
homophones
(KS2/S62)
hole/whole
made/maid
new/knew
no/know
some/sum
hole
whole
made
maid
new
knew
no
know
some
sum Autumn 1
Week 3
Homophones
and near-
homophones
(KS2/S62)
to/too/two
right/rite/write/
wright
of/off
ate/eight
flour/flower
to
too
two
right
write
of
off
ate
eight
flour
flower Autumn 1
Week 4
Consonant
‘le’ syllables
at the end
of words.
(KS1/18)
Consonant ‘le’ syllables found at
the end of words include:
‘ble’, ‘cle’, ‘fle’, ‘gle’, ‘kle’, ‘ple’.
‘stle’, ‘tle’, ‘zle’.
bubble
castle
scribble
jungle
kettle
drizzle
table
candle
whistle
handle
apple
treacle
bubble
castle
scribble
jungle
kettle
drizzle
table
candle
whistle
handle
apple
treacle Autumn 1
Week 5 Using the
magic ‘e’.
Handy hint: Magic Mrs ‘e’ makes
the vowel say its name, but she
cap/cape
cub/cube
cap
cape
13
(KS1/S8) keeps quiet and does not make a
sound.
rat/rate
pop/pope
gap/gape
hire
fire
ate
cub
cube
rat
rate
pop
pope
gap
gape
hire
fire
ate Autumn 1
Week 6
Using the
magic ‘e’.
(KS1/S8)
Some other magic ‘e’ words retire
decide
require
before
revive
escape
female
retire
decide
require
before
revive
escape
female
accident
accidentally
actual
actually
breathe
business Autumn 2
Week 1
Not in the
NC for
Spelling,
from
Activities
for
Successful
Spelling
The
Essential
Guide
Philomena
Ott
Rule One for
plurals of
nouns
(KS1/S5)
The most common way to make a
noun plural is to add ‘s’.
girls
friends
teachers
schools
months
televisions
computers
kettles
girl
girls
friend
friends
teacher
teachers
school
schools
month
months
television
televisions
computer
computers
kettle
kettles Autumn 2
Week 2
Rule Two for
plurals of
nouns
(KS1/S5)
Nouns ending in ‘s’ add ‘es’ in
the plural.
buses
glasses
kisses
pluses
gases
bus
buses
plus
pluses
gas
gases
calendar
century
eight
14
eighth Autumn 2
Week 3
Rule Two for
plurals of
nouns
(KS1/S5)
Nouns ending in ‘x’ add ‘es’ in the
plural.
boxes
foxes
mixes
indexes
taxes
box
boxes
fox
foxes
mix
mixes
index
indexes
tax
taxes Autumn 2
Week 4
Rule Two for
plurals of
nouns
(KS1/S5)
Nouns ending in ‘z’ add ‘es’ in the
plural.
topazes
waltzes
buzzes
fezzes
quizzes
waltz
waltzes
buzz
buzzes
quiz
quizzes
exercise
experience
experiment Autumn 2
Week 5
Rule Two for
plurals of
nouns
(KS1/S5)
Nouns ending in ‘ch’ add ‘es’ in
the plural.
branches
coaches
churches
stitches
witches
branch
branches
coach
coaches
church
churches
stitch
stitches
witch
witches Autumn 2
Week 6
Rule Two for
plurals of
nouns
(KS1/S5)
Nouns ending in ’sh’ add ‘es’ in
the plural.
bushes
crashes
dishes
wishes
thrushes
bush
bushes
crash
crashes
dish
dishes
wish
wishes
thrush
thrushes Spring 1
Week 1 The suffix –
ous
(KS2/S47)
Sometimes the root word is
obvious and the usual rules apply
for adding suffixes beginning
with vowel letters.
Sometimes there is no obvious
root word.
poisonous
dangerous
mountainous
famous
various
tremendous
enormous
jealous
poison
poisonous
danger
dangerous
mountain
mountainous
famous
various
tremendous
15
enormous
jealous Spring 1
Week 2 The suffix –
ous
(KS2/S47)
–our is changed to –or before –
ous
is added.
A final ‘e’ of the root word must
be kept if the /dʒ/ sound of ‘g’
is to be kept.
humorous
glamorous
vigorous
courageous
outrageous
humour
humorous
glamour
glamorous
vigour
vigorous
courage
courageous
outrage
outrageous Spring 1
Week 3 The suffix –
ous
(KS2/S47)
If there is an /i:/ sound before
the –ous ending, it is usually
spelt as i, but a few words have
e.
serious
obvious
curious
hideous
spontaneous
courteous
serious
obvious
curious
hideous
spontaneous
courteous
extreme
favourite
forward
forwards Spring 1
Week 4 Endings
which sound
like /ʃən/,
spelt –tion,
–sion, –ssion,
–cian
(KS2/S48)
Strictly speaking, the suffixes
are – ion and –ian. Clues about
whether to put t, s, ss or c
before these suffixes often
come from the last letter or
letters of the root word.
–tion is the most common
spelling.
It is used if the root word ends
in t or te.
invention
injection
action
hesitation
completion
invent
invention
inject
injection
act
action
hesitate
hesitation
complete
completion
Spring 1
Week 5 Endings
which sound
like /ʃən/,
spelt –tion,
–sion, –ssion,
–cian
(KS2/S48)
–ssion is used if the root word
ends in ss or –mit.
expression
discussion
confession
permission
admission
expansion
extension
comprehension
tension
express
expression
discuss
discussion
confess
confession
permit
permission
admit
admission Spring 2
Week 1 Endings
which sound
like /ʃən/,
spelt –tion,
–sion, –ssion,
–cian
–sion is used if the root word
ends in d or se.
expansion
extension
comprehension
tension
expand
expansion
extend
extension
comprehend comprehension
tense
16
(KS2/S48)
tension
grammar
Spring 2
Week 2 Endings
which sound
like /ʃən/,
spelt –tion,
–sion, –ssion,
–cian
(KS2/S48)
Exceptions: attend – attention,
intend – intention.
–cian is used if the root word
ends in c or cs.
musician
electrician
magician
politician
mathematician
musician
electrician
magician
politician mathematician
guard
guide
height
history
interest Spring 2
Week 3 Words with
the /k/
sound spelt
ch
(Greek in
origin)
(KS2/S49)
scheme, chorus,
chemist, echo,
character
scheme
chorus
chemist
echo
character
knowledge
length
library
material
medicine Spring 2
Week 4 Words with
the /ʃ/
sound spelt
ch
(mostly
French in
origin)
(KS2/S50)
chef, chalet, machine,
brochure
chef, chalet,
machine,
brochure
chef
chalet
machine
brochure
mention
minute
naughty
occasion
occasionally
opposite Spring 2
Week 5 Words
ending with
the /g/
sound spelt –
gue and the
/k/ sound
spelt –que
(French in
origin)
(KS2/S51)
league, tongue,
antique, unique
league
tongue
antique
unique
ordinary
particular
peculiar
position
possess
possession Summer 1
Week 1 Words with
the /s/
sound spelt
sc (Latin
in origin)
(KS2/S52)
In the Latin words from which
these words come, the Romans
probably pronounced the c and
the k as two sounds rather than
one – /s/ /k/.
science, scene,
discipline,
fascinate,
crescent
science
scene
discipline
fascinate
crescent
potatoes
pressure
17
probably
quarter
recent Summer 1
Week 2 Words with
the /eɪ/
sound spelt
ei, eigh,
or ey
(KS2/S53)
vein, weigh, eight,
neighbour, they,
obey
vein
weigh
eight
neighbour
they
obey
reign
remember
sentence
separate Summer 1
Week 3 Possessive
apostrophe
with
plural words
(KS2/G6.8)
The apostrophe is placed after
the plural form of the word; –s
is not added if the plural
already ends in –s, but is added
if the plural does not end in –s
(i.e. is an irregular plural –
e.g. children’s).
girls’, boys’,
babies’,
children’s, men’s,
mice’s
(Note: singular
proper nouns
ending in an ‘s’
use the ’s suffix
e.g. Cyprus’s
population)
girls’
boys’
babies’
children’s
men’s
mice’s
strength
therefore
though
although
Summer 1
Week 4 Homophones
and
near-
homophones
(KS2/S62)
accept/except,
affect/effect,
berry/bury,
knot/not,
main/mane,
medal/meddle
accept
except
affect
effect
berry
bury
knot
not
main
mane
medal
meddle
Summer 1
Week 5 Homophones
and
near-
homophones
(KS2/S62)
missed/mist,
peace/piece,
rain/rein/reign,
scene/seen,
weather/whether,
whose/who’s
missed
mist
peace
piece
rain
rein
reign
scene
seen
weather
whether
whose
18
who’s Summer 2
Week 1 Rule Three
for plurals
of nouns
(KS1/S5)
Nouns ending in ‘f’ change ‘f’ to
‘v’ and add ‘es’ in the plural
elf/elves
half/halves
loaf/loaves
shelf/shelves
thief/thieves
elf
elves
half
halves
loaf
loaves
shelf
shelves
thief
thieves Summer 2
Week 2 Rule Three
for plurals
of nouns
(KS1/S5)
Nouns ending in ‘fe’ change ‘f’ to
‘v’ and add ‘s’ in the plural
knife/knives
life/lives
wife/wives
knife
knives
life
lives
wife
wives
thought
through
various
weight Summer 2
Week 3 Rule Three
for plurals
of nouns
(KS1/S5)
Exceptions:
Some nouns ending in ’f’ just add
‘s’ in the plural
belief/beliefs
chef/chefs
chief/chiefs
cliff/cliffs
gulf/gulfs
belief
beliefs
chef
chefs
chief
chiefs
cliff
cliffs
gulf
gulfs Summer 2
Week 4 Rule Three
for plurals
of nouns
(KS1/S5)
Exceptions:
Some nouns ending in ’f’ just add
‘s’ in the plural
handkerchief
handkerchiefs
proof
proofs
puff
puffs
reef
reefs
roof
roofs
handkerchief handkerchiefs
proof
proofs
puff
puffs
reef
reefs
roof
roofs Summer 2
Week 5 Rule Three
for plurals
of nouns
(KS1/S5)
Exceptions:
Some nouns ending in ‘f’ cannot
make their minds up.
Sometimes they change ‘f’ to ‘v’
and add ‘es’ but other times
they just add ‘s’ in the plural.
dwarf
dwarves
dwarfs
hoof
hooves
hoofs
scarf
scarves
dwarf
dwarves
dwarfs
hoof
hooves
hoofs
scarf
scarves
19
scarfs scarfs
Word List Year 4
accidentally actually breathe business
calendar century eight eighth
exercise experience experiment extreme
favourite forward forwards grammar
guard guide height history
interest knowledge length library
material medicine mention minute
naughty occasion occasionally opposite
ordinary particular peculiar position
possess possession potatoes pressure
probably quarter recent reign
remember sentence separate strength
therefore though although thought
through various weight
20
Word List – Years 3 and 4
accident(ally) actual(ly) address answer
appear arrive believe bicycle
breath breathe build busy/business
calendar caught centre century
certain circle complete consider
continue decide describe different
difficult disappear early earth
eight/eighth enough exercise experience
experiment extreme famous favourite
February forward(s) fruit grammar
group guard guide heard
heart height history imagine
increase important interest island
knowledge learn length library
material medicine mention minute
natural naughty notice occasion(ally)
often opposite ordinary particular
peculiar perhaps popular position
possess(ion) possible potatoes pressure
probably promise purpose quarter
question recent regular reign
remember sentence separate special
straight strange strength suppose
surprise therefore though/although thought
through various weight woman/women
21
Spelling work for Year 5
Term/
Week
Statutory
requirements Rules and guidance
(non-statutory)
Example words
(non-statutory)
Spellings for
this week Autumn 1
Week 1
Not in the
NC for
Spelling,
from
Activities
for
Successful
Spelling
The
Essential
Guide
Philomena
Ott
Suffixing
Rule One
Aim: To
learn and
apply the
One-One-
One rule.
(KS1/S25 &
S26)
Handy Hint-Common suffixes are:
er, ed, est, en, ing, ish, ous, y.
The One-One-One Rule says:
When a word has one syllable,
one short vowel and ends in one
consonant, the consonant is
doubled before adding a suffix
beginning with a vowel.
fat/fatter/fatted/fattest/
fattening/fatty
wet/wetter/wetted/wettest/
wetting
fat
fattest
run
running
win
winner
stop
stopping
flat
flatten
hop
hopped
fat
fattest
run
running
win
winner
stop
stopping
flat
flatten
hop
hopped Autumn 1
Week 2
Suffixing
Rule One
Aim: To
learn and
apply the
One-One-
One rule
continued
(KS1/S25 &
S26)
The One-One-One Rule,but if
the root word ends in along
vowel, do not double the final
consonant.
blow – blowing
wait – waited, waiter, waiting
blow
blowing
wait
waited
waiter
waiting
blow
blowing
wait
waited
waiter
waiting accommodate
accompany
according
achieve Autumn 1
Week 3
Suffixing
Rule One
Aim: To
learn and
apply the
One-One-
One rule
continued
(KS1/S25 &
S26)
The One-One-One Rule, and if
the root word ends in a
consonant digraph, do not
double the final consonant.
wish - wished, wishing.
long - longer, longest, longing.
wish - wished,
wishing.
long - longer,
longest, longing
wish
wished
wishing
long
longer
longest
longing
aggressive
apparent
attached Autumn 1
Week 4
.
Suffixing
Rule Two
Aim: To
learn and
apply the
lazy ‘e’ Rule
Part 1.
(KS1/S25 &
S26)
The Lazy ‘e’ Rule Part 1 says:
Drop the ‘e’ before you add a
suffix beginning with a vowel.
Handy Hint – Common suffixes
beginning with a vowel include:
al, ance, ed, er, est, ing.
race – racer, raced, racing
slope – sloped, sloping
stone – stonier, stony, stoniest.
race – racer,
raced, racing
slope – sloped,
sloping
stone – stonier,
stony, stoniest.
race
racer
raced
racing
slope
sloped
sloping
stone
stonier
stony
stoniest Autumn 1
Week 5
.
Suffixing
Rule Two
The Lazy ‘e’ Rule Part 1 says:
Drop the ‘e’ before you add a
fire, fiery, joke,
jokey, size,
fire
fiery
22
Aim: To
learn and
apply the
lazy ‘e’ Rule
Part 1.
Exceptions
(KS1/S25 &
S26)
suffix beginning with a vowel.
Exceptions:
fire, fiery, joke, jokey, size,
sizeable
sizeable joke
jokey
size
sizeable
available
average
bargain
category Autumn 1
Week 6
Suffixing
Rule Two
Aim: To
learn and
apply the
lazy ‘e’ Rule
Part 1.
Exceptions
(KS1/S25 &
S26)
The Lazy ‘e’ Rule Part 1 says:
Drop the ‘e’ before you add a
suffix beginning with a vowel.
Exceptions: other words that
keep the ‘e’ when adding a
suffix beginning with a vowel:
canoe, canoeing, dye, dyeing,
singe, singeing, mile, mileage.
canoe, canoeing,
dye, dyeing, singe,
singeing, mile,
mileage.
canoe
canoeing
dye
dyeing
singe
singeing
mile
mileage
competition
definite Autumn 2
Week 1
Suffixing
Rule Three
Aim: To
learn and
apply the
lazy ‘e’ Rule
Part 2.
(KS1/S25 &
S26)
Handy Hint: Common suffixes
beginning with consonants
include: ful, hood, less, ment,
ness, th.
The Lazy ‘e’ Rule Part 2 says:
Keep the ‘e’ before you add a
suffix beginning with a
consonant.
name – nameless, namely,
use – useful, useless, usefulness.
name – nameless,
namely,
use – useful,
useless,
usefulness.
name
nameless
namely
use
useful
useless
usefulness
hate
hateful
care
careless
time
timely Autumn 2
Week 2
Suffixing
Rule Four
Aim: To
learn and
apply the
lazy ‘e’ Rule
Part 3.
(KS1/S25 &
S26)
The Lazy ‘e’ Rule Part 3 says:
Keep the ‘e’ in words ending ‘ce’
or ‘ge’ before you add the
suffixes ‘able’, ‘ade’ and ous.
dance
danceable
peace
peaceable
orange
orangeade
change
changeable
courage
courageous
dance
danceable
peace
peaceable
orange
orangeade
change
changeable
courage
courageous Autumn 2
Week 3
Suffixing
Rule Five
Aim: To
learn and
apply the
lazy ‘y’ Rule
Part 1.
(KS1/S25 &
The ‘y’ rule says:
Change ‘y’ to ‘i’ before adding
most suffixes
Exception: shy, shyer, shyest
friendly
friendliness
busy
busiest
beauty
beautiful
shy
shyer
friendly
friendliness
busy
busiest
beauty
beautiful
shy
shyer
23
S26) shyest
shyest
determined
develop Autumn 2
Week 4
Suffixing
Rule Six
Aim: To
learn and
apply the
lazy ‘y’ Rule
Part 2.
(KS1/S25 &
S26)
The ‘y’ rule also says:
Keep ‘y’ when adding the
suffixes ‘ing’, ‘ish’, and ‘ist’.
cry – crying
baby – babyish
copy – copyist
Handy Hint: Keep ‘y’ when
adding suffixes beginning with ‘i’
because we never have double ‘i’
in English spelling.
cry – crying
baby – babyish
copy – copyist
cry
crying
baby
babyish
copy
copyist
play
playing
dry
drying
dictionary
environment
excellent
explanation
familiar Autumn 2
Week 5
Suffixing
Rule Seven
Aim: To
learn and
apply the
lazy ‘y’ Rule
Part 3.
(KS1/S25 &
S26)
The ‘y’ rule also says:
When adding any suffix, keep
‘y’ if there is a vowel before it.
boy – boyish, boys
destroy – destroyed, destroyer,
destroying, destroys.
Exceptions
day/daily, pay/paid, say/said
boy – boyish, boys
destroy –
destroyed,
destroyer,
destroying,
destroys
boy
boyish
destroy
destroyer
day
daily
pay
paid
say
said
forty
frequently
identity
immediate Autumn 2
Week 6
Suffixing
Rule Two
Aim: To
learn and
apply the
lazy ‘e’ Rule
Part 1.
Exceptions
(KS1/S25 &
S26)
The Lazy ‘e’ Rule Part 1 says:
Drop the ‘e’ before you add a
suffix beginning with a vowel.
Exceptions: other words that
keep the ‘e’ when adding a
suffix beginning with a vowel:
canoe, canoeing, dye, dyeing,
singe, singeing, mile, mileage.
canoe, canoeing,
dye, dyeing, singe,
singeing, mile,
mileage.
canoe
canoeing
dye
dyeing
singe
singeing
mile
mileage
immediately
individual Spring 1
Week 1 Rule Four of
plural of
nouns
(KS1/S25 &
S26)
Nouns ending in ‘y’ change ‘y’ to
‘i’ and add es in the plural
baby/babies
city/cities
copy/copies
baby
babies
city
cities
copy
copies
interrupt
24
language
lightning
muscle Spring 1
Week 2 Rule Four of
plural of
nouns
continued
(KS1/S25 &
S26)
Nouns ending in ‘y’ change ‘y’ to
‘i’ and add es in the plural
diary/diaries
fly/flies
penny/pennies
story/stories
try/tries
diary
diaries
fly
flies
penny
pennies
story
stories
try
tries Spring 1
Week 3 Rule Four
exceptions
(KS1/S25 &
S26)
If there is a vowel before the
‘y’ just add ‘s’.
abbey/abbeys
boy/boys
chimney/chimneys
donkey/donkeys
abbey
abbeys
boy
boys
chimney
chimneys
donkey
donkeys
neighbour
occupy Spring 1
Week 4 Rule Four
exceptions
continued
(KS1/S25 &
S26)
If there is a vowel before the
‘y’ just add ‘s’.
holiday/holidays
trolley/trolleys
turkey/turkeys
valley/valleys
holiday
holidays
trolley
trolleys
turkey
turkeys
valley
valleys
opportunity
profession Spring 1
Week 5 Rule Five for
plurals of
nouns ending
in ‘o’
(KS1/S25 &
S26)
Nouns ending in ‘o’ some add ‘s’
in the plural others add ‘es’.
Just add ‘s’.
cello/cellos
kilo/kilos
photo/photos
piano/pianos
zoo/zoos
cello
cellos
kilo
kilos
photo
photos
piano
pianos
zoo
zoos Spring 2
Week 1 Rule Five for
plurals of
nouns ending
in ‘o’
continued
(KS1/S25 &
Nouns ending in ‘o’ some add ‘s’
in the plural others add ‘es’. Add
‘es’.
echo/echoes
hero/heroes
potato/potatoes
tomato/tomatoes
volcano/volcanoes
echo
echoes
hero
heroes
potato
potatoes
25
S26) tomato
tomatoes
volcano
volcanoes Spring 2
Week 2 Rule Five
exceptions
(KS1/S25 &
S26)
Some nouns ending in ‘o’ cannot
make their minds up.
Sometimes they add ‘s’ other
times they add ‘es’.
banjo
buffalo
commando
mango
memento
mosquito
motto
tornado
torpedo
zero
mango
mangos
mangoes
tornado
tornados
tornadoes
zero
zeros
zeroes
programme Spring 2
Week 3 Rule Six for
plurals
(KS1/S25 &
S26)
Some nouns are always plural arms (weapons)
binoculars
crossroads
headquarters
jeans
means
scissors
series
shorts
thanks
trousers
tweezers
arms (weapons)
binoculars
crossroads
headquarters
jeans
means
scissors
series
shorts
thanks
trousers
tweezers Spring 2
Week 4 Rule Seven
for plural
nouns
(KS1/S25 &
S26)
Some nouns are the same in the
singular and plural
aircraft
cattle
cod
deer
hovercraft
police
sheep
spacecraft
aircraft
cattle
cod
deer
hovercraft
police
sheep
spacecraft
queue
recognise Spring 2
Week 5 Endings
which
sound like
/ʃəs/
spelt –cious
or
–tious
(KS2/S54)
Not many common words end
like this.
If the root word ends in –ce,
the /ʃ/ sound is usually spelt as
c – e.g. vice
– vicious, grace – gracious, space
– spacious, malice – malicious.
Exception: anxious.
vicious, precious,
conscious,
delicious,
malicious,
suspicious
ambitious,
cautious,
fictitious,
infectious,
nutritious
vicious
precious
conscious
delicious
malicious
suspicious
ambitious
cautious
fictitious
infectious
nutritious Summer 1
Week 1 Endings
which
–cial is common after a vowel
letter and –tial after a
official, special,
artificial,
official
special
26
sound like
/ʃəl/
(KS2/S55)
consonant letter, but there are
some exceptions.
Exceptions: initial, financial,
commercial, provincial (the
spelling of the last three is
clearly related to finance,
commerce and province).
partial,
confidential,
essential
initial, financial,
commercial,
provincial
artificial
partial
confidential
essential
Exceptions
initial
financial
commercial
provincial Summer 1
Week 2 Words
ending in –
ant, –ance/–
ancy, –ent,
–ence/–ency
(KS2/S56)
Use –ant and –ance/–ancy if
there is a related word with a
/æ/ or /eɪ/ sound
in the right position; –ation
endings are often a clue.
observant,
observance,
(observation),
expectant
(expectation),
hesitant,
hesitancy
(hesitation),
tolerant, tolerance
(toleration),
substance
(substantial)
observation
observant
observance
expectation
expectant
hesitation
hesitant
hesitancy
toleration
tolerant
tolerance
substantial
substance Summer 1
Week 3 Words
ending in –
ant, –ance/–
ancy, –ent,
–ence/–ency
continued
(KS2/S56)
Use –ent and –ence/–ency after
soft c (/s/ sound), soft g (/dʒ/
sound) and qu, or if there is a
related word with a clear /ɛ/
sound in the right position.
innocent,
innocence,
decent, decency,
frequent,
frequency,
confident,
confidence
(confidential)
innocent
innocence
decent
decency
frequent
frequency
confidential
confident
confidence
recommend Summer 1
Week 4 Words
ending in –
ant, –ance/–
ancy, –ent,
–ence/–ency
continued
(KS2/S56)
There are many words, however,
where the above guidance does
not help. These words just have
to be learnt.
assistant,
assistance,
obedient,
obedience,
independent,
independence
assistant
assistance
obedient
obedience
independent
independence
relevant
restaurant
shoulder
signature Summer 1
Week 5 Words
ending
in –able and
–ible
(KS2/S57)
Words ending in –ably and
–ibly. The –able/–ably endings
are far more common than the –
ible/–ibly endings. As with –ant
and –ance/–ancy, the – able
ending is used if there is a
related word ending in –ation.
adorable/adorably
(adoration),
applicable/applicab
ly
(application),
considerable/consi
derably
adoration
adorable
adorably
application
applicable
applicably
consideration
27
(consideration),
tolerable/tolerabl
y
(toleration)
considerable
considerably
toleration
tolerable
tolerably Summer 2
Week 1 Words
ending
in –able and
–ible
continued
(KS2/S57)
If the –able ending is added to a
word ending in –ce or –ge, the e
after the c or g must be kept as
those letters would otherwise
have their ‘hard’ sounds (as in
cap and gap) before the
a of the –able ending.
changeable,
noticeable,
forcible, legible
changeable
noticeable
forcible
legible
sincere
sincerely
soldier
sufficient
suggest
symbol Summer 2
Week 2 Words
ending
in –able and
–ible
continued
(KS2/S57)
The –able ending is usually but
not always used if a complete
root word can be heard before
it, even if there is no related
word ending in –ation.
The first five examples
opposite are obvious; in reliable,
the complete word rely is heard,
but the y changes to i in
accordance with the rule.
dependable,
comfortable,
understandable,
reasonable,
enjoyable,
reliable
dependable
comfortable understandable
reasonable
enjoyable
reliable
system
temperature
thorough
vegetable
Summer 2
Week 3 Words
ending
in –able and
–ible
continued
(KS2/S57)
The –ible ending is common if a
complete root word can’t be
heard before it but it also
sometimes occurs when a
complete word can be heard
(e.g. sensible).
possible/possibly,
horrible/horribly,
terrible/terribly,
visible/visibly,
incredible/incredi
bly,
sensible/sensibly
possible
possibly
horrible
horribly
terrible
terribly
visible
visibly
incredible
incredibly
sensible
sensibly Summer 2
Week 4 Homophones
and other
words that
are
often
confused
(KS2/S62)
aloud: out loud.
allowed: permitted.
affect: usually a verb (e.g. The
weather may affect our plans).
effect: usually a noun (e.g. It
may have an effect on our
plans). If a verb, it means ‘bring
about’ (e.g. He will effect
changes in the running of the
business).
desert: as a noun – a barren
place (stress on first syllable);
farther: further
father: a male
parent
heard: past tense
of the verb hear
herd: a group of
animals
aloud
allowed
affect
effect
desert
dessert
farther
father
heard
herd
28
as a verb – to abandon (stress
on second syllable)
dessert: (stress on second
syllable) a sweet course after
the main course of a meal. Summer 2
Week 5 Homophones
and other
words that
are
often
confused
(KS2/S62)
led: past tense of the verb
lead
lead: present tense of that
verb, or else the metal which
is very heavy (as heavy as
lead)
morning: before noon
mourning: grieving for someone
who has died
past: noun or adjective
referring to a previous time
(e.g. In the past) or preposition
or adverb showing place (e.g. he
walked past me)
passed: past tense of the verb
‘pass’ (e.g. I passed him in the
road).
stationary: not
moving
stationery: paper,
envelopes etc.
steal: take
something that
does not belong to
you
steel: metal
who’s: contraction
of who is or who
has
whose: belonging
to someone (e.g.
Whose jacket is
that?)
led
lead
morning
mourning
past
passed
stationary
stationery
steal
steel
who’s
whose
Word List – Year 5
accommodate accompany according achieve
aggressive apparent attached available
average bargain category competition
definite determined develop dictionary
environment excellent explanation familiar
forty frequently identity immediate
immediately individual interrupt language
lightning muscle neighbour occupy
opportunity profession programme queue
recognise recommend relevant restaurant
shoulder signature sincere sincerely
soldier sufficient suggest symbol
system temperature thorough vegetable
29
Spelling work for Year 6
Term/
Week
Statutory
requirements Rules and guidance
(non-statutory)
Example words
(non-statutory)
Spellings for
this week Autumn 1
Week 1
Handy hints
for other
suffixes
(KS2/S39)
Words of two syllables, with the
stress on the final syllable –
double the final consonant:
begin, prefer.
Words of two syllables, with the
stress on the first syllable – do
not double the final consonant:
enter, happen.
Words of two syllables ending in
‘l’ – double the ‘l’ no matter
where the stress is: equal,
rebel.
begin
beginner
beginning
prefer
preferred
preferring
enter
entered
entering
happen
happened
happening
equal
equalled
equalling
rebel
rebelled
rebelling.
begin
beginner
beginning
prefer
preferred
preferring
enter
entered
entering
happen
happened
happening
equal
equalled
equalling
rebel
rebelled
rebelling. Autumn 1
Week 2
Yr 3
revision.
Rule Eight
for plurals
of compound
nouns
(KS2/S39)
Some compound nouns (two or
more words joined together to
make one noun) add ‘s’ to the
first word in the plural.
brother–in-law
brothers-in-law
looker-on
lookers-on
mother-in-law
mothers-in-law
brother–in-law
brothers-in-law
looker-on
lookers-on mother-in-law
mothers-in-law
amateur
ancient
appreciate
awkward Autumn 1
Week 3
Yr 3
revision.
Rule Eight
for plurals
of compound
nouns
(KS2/S39)
Some compound nouns (two or
more words joined together to
make one noun) add ‘s’ to the
second word in the plural.
drive-in
drive-ins
part-timer
part-timers
take-off
take-offs
drive-in
drive-ins
part-timer
part-timers
take-off
take-offs
bruise
cemetery
committee
communicate Autumn 1
Week 4
Yr 3
revision.
Rule Nine
for plurals
of nouns
Old English words are words
that have survived from Anglo-
Saxon. They follow their own
rules.
child/children
die/dice
foot/feet
goose/geese
man/men
mouse/mice
tooth/teeth
woman/women
child
children
die
dice
foot
feet
goose
geese
30
man
men
mouse
mice
tooth
teeth
woman
women Autumn 1
Week 5
Yr 3
revision.
Rule Ten for
the plurals
of words
from other
languages
Words borrowed from other
languages usually form their
plurals according to rules of
their own language; some,
however, just add ‘s’ or ‘es’.
Words derived
from Latin appendix/appendices
bacterium/bacteria
cactus/cacti
radius/radii
Words derived
from Greek
analysis/analyses
crisis/crises
appendix
appendices
bacterium
bacteria
cactus
cacti
radius
radii
analysis
analyses
crisis
crises
Autumn 1
Week 6
Yr 3
revision.
Adding
suffixes
beginning
with
vowel
letters to
words
ending
in –fer
(KS2/S58)
The r is doubled if the –fer is
still stressed when the ending is
added. The r is not doubled if
the –fer is no longer stressed.
referring,
referred,
referral,
preferring,
preferred,
transferring,
transferred
reference,
referee,
preference,
transference
referring
referred
referral
preferring
preferred
transferring
transferred
reference
referee
preference
transference
Autumn 2
Week 1
Use of the
hyphen
Hyphens can be used to join a
prefix to a root word, especially
if the prefix ends in a vowel
letter and the root word also
begins with one.
co-ordinate, re-
enter,
co-operate, co-own
co-ordinate
re-enter
co-operate
co-own
community
conscience*
conscious*
controversy
convenience
correspond Autumn 2
Week 2
Words with
the
/i:/ sound
spelt
ei after c
(KS2/S59)
The ‘i before e except after c’
rule applies to words where the
sound spelt by ei is /i:/.
Exceptions: protein, caffeine,
seize (and either and neither if
pronounced with an initial /i:/
sound).
deceive, conceive,
receive,
perceive, ceiling
protein, caffeine,
seize
deceive
conceive
receive
perceive
ceiling
protein
caffeine
seize
31
critic
criticise Autumn 2
Week 3
Words
containing
the letter-
string
ough
(KS2/S60)
ough is one of the trickiest
spellings in English – it can be
used to spell a number of
different sounds.
ought, bought,
thought,
nought, brought,
fought
rough, tough,
enough
cough
ought
bought
thought
nought
brought
fought
rough
tough
enough
cough Autumn 2
Week 4
Words
containing
the letter-
string ough,
continued
(KS2/S60)
ough is one of the trickiest
spellings in English – it can be
used to spell a number of
different sounds.
though, although,
dough
through
thorough, borough
plough, bough
though
although
dough
through
thorough
borough
plough
bough
curiosity
desperate Autumn 2
Week 5
Words with
‘silent’
letters (i.e. letters
whose
presence
cannot be
predicted
from the
pronunciation
of the word)
(KS2/S61)
Some letters which are no
longer
sounded used to be sounded
hundreds of years ago: e.g. in
knight, there was a /k/ sound
before the /n/, and the gh used
to represent the sound that ‘ch’
now represents in the Scottish
word loch.
doubt, island,
lamb,
solemn, thistle,
knight
doubt
island
lamb
solemn
thistle
knight
disastrous
embarrass
equip
equipped
equipment
Autumn 2
Week 6
Homophones
and other
words that
are often
confused
(KS2/S62)
In the pairs of words opposite,
nouns end –ce and verbs end –se.
Advice and advise provide a
useful clue as the word advise
(verb) is pronounced with a /z/
sound – which could not be spelt
c.
advice/advise
device/devise
licence/license
practice/practise
prophecy/
prophesy
advice
advise
device
devise
licence
license
practice
practise
prophecy
prophesy Spring 1
Week 1 Homophones
and other
words that
are often
confused
More examples:
aisle: a gangway between seats (in a church, train,
plane).
isle: an island.
altar: a table-like piece of furniture in a church.
aisle
isle
altar
alter
ascent
32
(KS2/S62)
alter: to change.
ascent: the act of ascending (going up).
assent: to agree/agreement (verb and noun).
bridal: to do with a bride at a wedding.
bridle: reins etc. for controlling a horse.
cereal: made from grain (e.g. breakfast cereal).
serial: adjective from the noun series – a succession
of things one after the other.
assent
bridal
bridle
cereal
serial
Spring 1
Week 2 Homophones
and other
words that
are often
confused
(KS2/S62)
More examples:
compliment: to make nice remarks about someone
(verb) or the remark that is made (noun).
complement: related to the word complete – to make
something complete or more complete (e.g. her scarf
complemented her outfit).
guessed: past tense of the verb guess
guest: visitor
morning: before noon
mourning: grieving for someone who has died
precede: go in front of or before
proceed: go on
compliment
complement
guessed
guest
morning
mourning
precede
proceed
especially
exaggerate
Spring 1
Week 3 Homophones
and other
words that
are often
confused
(continued)
(KS2/S62)
descent: the act of descending (going down).
dissent: to disagree, a disagreement (verb and noun).
draft: noun – a first attempt at writing something;
verb – to make the first attempt; also, to draw in
someone (e.g. to draft in extra help)
draught: a current of air.
principal: adjective – most important (e.g. principal
ballerina) noun – important person (e.g. principal of a
college)
principle: basic truth or belief
profit: money that is made in selling things
prophet: someone who foretells the future
wary: cautious
weary: tired
descent
dissent
draft
draught
principal
principle
profit
prophet
wary
weary
Spring 1
Week 4 Year 6
words
existence
foreign
government
guarantee
harass
hindrance
interfere
leisure
marvellous
mischievous Spring 1
Week 5 Year 6
words
necessary
nuisance
occur
parliament
persuade
33
physical
prejudice
privilege
pronunciation
sacrifice Spring 2
Week 1 Year 6
words
rhyme
rhythm
secretary
stomach
twelfth
variety
vehicle
yacht
Spring 2
Week 2 Revise
words and
spelling
rules from
previous
weeks/years
Spring 2
Week 3 Revise
words and
spelling
rules from
previous
weeks/years
Spring 2
Week 4 Revise
words and
spelling
rules from
previous
weeks/years
Spring 2
Week 5 Revise
words and
spelling
rules from
previous
weeks/years
34
Summer 1
Week 1
Summer 1
Week 2
Summer 1
Week 3
Summer 1
Week 4
Summer 1
Week 5
Summer 2
Week 1
Summer 2
Week 2
Summer 2
Week 3
Summer 2
Week 4
Summer 2
Week 5
Word List – Year 6
amateur ancient appreciate awkward
bruise cemetery committee communicate
community conscience* conscious* controversy
convenience correspond critic criticise
curiosity desperate disastrous embarrass
equip equipped equipment especially
exaggerate existence foreign government
guarantee harass hindrance interfere
leisure marvellous mischievous necessary
nuisance occur parliament persuade
physical prejudice privilege pronunciation
rhyme rhythm sacrifice secretary
stomach twelfth variety vehicle
yacht
*Conscience and conscious are related to science – all come from the Latin word
meaning ‘to know’. Conscience is simply science with the prefix con- added.
Conscious also contains the ‘sci’ of science.
35
Word List – Years 5 and 6
accommodate accompany according achieve
aggressive amateur ancient apparent
appreciate attached available average
awkward bargain bruise category
cemetery committee communicate community
competition conscience* conscious* controversy
convenience correspond criticise (critic +
ise)
curiosity
definite desperate determined develop
dictionary disastrous embarrass environment
equip (–ped, –
ment)
especially exaggerate excellent
existence explanation familiar foreign
forty frequently government guarantee
harass hindrance identity immediate(ly)
individual interfere interrupt language
leisure lightning marvellous mischievous
muscle necessary neighbour nuisance
occupy occur opportunity parliament
persuade physical prejudice privilege
profession programme pronunciation queue
recognise recommend relevant restaurant
rhyme rhythm sacrifice secretary
shoulder signature sincere(ly) soldier
stomach sufficient suggest symbol
system temperature thorough twelfth
variety vegetable vehicle yacht
*Conscience and conscious are related to science – all come from the Latin word
meaning ‘to know’. Conscience is simply science with the prefix con- added.
Conscious also contains the ‘sci’ of science.
