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20th - 24th is Year 5s Avon Tyrell trip - Parent Online Safety Workshops on Wednesday 22nd and Thursday 23rd
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Church of England Community Academy

Extra Learning at Home

Common Exception Words


It is really important that your children can spell these common exception words in their writing consistently. We do send these out weekly as their spellings but any extra work you can do at home to help your children remember will only help.


Working at the Expected Standard - The Day the Crayons Quit (KS1 Reading)

'The Day the Crayons Quit' read by a child Working at the Expected Standard for Year 2

'The Day the Crayons Quit'- Working Towards the Expected Standard



We send spellings home every Monday and the children will be tested the following Monday. We have some tips on how to learn your spellings:


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Look carefully at the word,

Say the word making sure it is pronounced correctly,

Cover the word with paper or your hand, really thinking about what it looks like- no peeking!

Write it

Check it- uncover the spelling to see how you did. Then try it again to work on those fantastic mistakes.



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Mnemonics can help us remember lots of things especially tricky words that aren't as easy to sound out using our phonics. Mnemonics come in the forms of rhymes or acronyms (like that from the above picture) by taking the initial letter of each word to spell out the tricky word.


Of course if you find it harder to remember the sentence than the spelling of the word directly then there is no point using this technique.


Here are some games that will help you get better at spelling all sorts of words:



In year 2, pupils move towards more word-specific knowledge of spelling, including homophones.


The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order.


At this stage children’s spelling should be phonically plausible, even if not always correct.  


Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling (-ed    –est   -ing  -er   -ful)


For example, adding -ed to past tense verbs:

jumped (DO NOTHING rule: there is a short vowel,but 2 letters after it, so we can just add the suffix)

stopped (DOUBLE UP rule: there is a short vowel followed by only one letter, so we double the last consonant/letter and then add -ed)

danced (DROP E rule-  the root word ends in e so we drop this and then add -ed)

tried (the root word ends in a y so the rule is- drop the y change it to an 'i' and then add -ed)

Adding –er and –est to make comparisons. These suffixes also follow the rules above.


Big > bigger > biggest

Small > smaller > smallest


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The National Curriculum states: 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. 


We have added below the web address for the sample SATs paper for GPS.






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KS1 Sample Papers


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