# data[].attributes.body
Hearing sounds
Tuning into sounds
Hearing initial, medial and final sounds to build words
Invented spelling is encouraged
Building up red word sight vocabulary
ELG:
Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

# data[].attributes.body
Spelling phonetically
Invented spelling is encouraged
Children start learn to spell common exception words (red words) accurately
Beginning to understand different GPCs- both verbally and seeing them on a GPC chart
NC objectives:

spell words containing each of the 40+ phonemes already taught

spell common exception words

spell days of the week

name the letters of the alphabet in order

use letter names to distinguish between alternative spellings of the same sound

use the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

use the prefix un– (and know how it changes the meaning of verbs and adjectives)

use –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

# data[].attributes.body
Spell phonetically but begin to understand spelling rules.
Use of GPCs chart to really understand the different ways of writing the same sound.
Children working at ARE should be spelling common exception words accurately (red words).
Start the NNS scheme for year 2.
NC objectives:

segment spoken words into phonemes and represent these by graphemes, spelling many correctly

learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones

learn to spell many common exception words

learn to spell some more words with contracted forms

learn the possessive apostrophe (singular) [for example, the girl’s book]

distinguish between homophones and near-homophones

add some suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Year 2 NNS weekly spelling lists

# data[].attributes.body
Move away from relying on phonics to spell words. Children build up a more reliable bank of spelling patterns and rules.
Use of a GPCs chart to build on schema of phonics.
Children working at ARE should be spelling common exception words accurately (red words).
Children should have a bank of known strategies to help them learn spellings.
Year 3 NNS scheme
Year 4 NNS scheme
NC objectives:

use further prefixes (e.g. in-, un-, dis-, mis-, im-, re-, sub-, inter-, super-, auto-, anti-) and suffixes (e.g. –ly, -ation,  -ous) and understand how to add them

spell further homophones

spell words that are often misspelt (English Appendix 1)

place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary

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

Year 3 NNS weekly spelling lists
Year 4 NNS weekly spelling lists

# data[].attributes.body
Continue to learn spelling rules and patterns. Children should have a bank of known strategies to help them learn spellings.
Year 5 NNS scheme
Year 6 NNS scheme
NC objectives:

use further prefixes and suffixes and understand the guidance for adding them  e.g. –ant, -ance/ancy, ation, able/ably

spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

continue to distinguish between homophones and other words which are often confused

use knowledge of morphology and etymology in spelling and understand that the spelling of some words need to be learnt specifically, as listed in English Appendix 1

use dictionaries to check the spelling (of uncommon or more ambitious vocabulary) and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

use a thesaurus.

Year 5 NNS weekly spelling lists
Year 6 NNS weekly spelling lists