Spelling
Year Group
Year 5
New Curriculum
Pupils should be taught to:
use further prefixes and suffixes and
understand the guidelines for
adding them
Previous spelling objectives:
Spelling Bank:
- To examine the properties of words
ending in vowels other than the letter
e
- To investigate, collect and classify
spell some words with ‘silent’ letters, spelling patterns in pluralisation,
construct rules for regular spellings,
e.g. knight, psalm, solemn
e.g. add s to most words; add es to
continue to distinguish between
most words ending in s, sh, ch; when
homophones and other words
y is preceded by a consonant, change
which are often confused
to ies; when y is preceded by a vowel,
add s
use knowledge of morphology and
- To investigate, collect and classify
etymology in spelling and
spelling patterns in pluralisation,
understand that the spelling of
e.g. change f to ves
some words needs to be learnt
- To collect and investigate the
meanings and spellings of words
specifically, as listed in
using the following prefixes: auto,
Appendix 1
bi, trans, tele, circum
use dictionaries to check the spelling - To identify word roots, derivations,
and meaning of words
and spelling patterns, e.g. sign,
signature, signal; bomb, bombastic,
use the first three or four letters of a
bombard; remit, permit, permission,
word to check spelling, meaning
in order to extend vocabulary and
or both of these in a dictionary
provide support for spelling
- To explore spelling patterns of
use a thesaurus
consonants and formulate rules:
• ll in full becomes l when used as a
suffix
- To explore spelling patterns of
consonants and formulate rules:
• words ending with a single
consonant preceded by a short vowel
double the consonant before adding
ing
- To explore spelling patterns of
consonants and formulate rules:
• c is usually soft when
followed by i, e.g. circus, accident
- To investigate words that have
common letter strings but different
pronunciations, e.g. rough, cough,
bough; boot, foot
- To distinguish between
homophones, i.e. words with common
pronunciations but different spellings,
e.g. eight, ate; grate, great; rain, rein,
reign
- The correct use and spelling of
possessive pronouns, linked to work
on grammar, e.g. their, theirs; your,
yours; my, mine
- To recognise and spell the suffix:
cian, etc.
- To spell unstressed vowels in
polysyllabic words, e.g. company,
portable, poisonous, interest,
description, carpet, sector, freedom,
extra, etc.
- To investigate and learn spelling
rules:
• words ending in modifying e drop e
when adding ing, e.g. taking
• words ending in modifying e keep e
when adding a suffix beginning with
a consonant, e.g. hopeful, lovely
- To investigate and learn
spelling rules:
• words ending in y preceded by a
consonant change y to ie when adding
a suffix, e.g. flies, tried – except for
the suffixes ly or ing, e.g. shyly,
flying
- To investigate and learn
spelling rules:
• i before e except after c when the
sound is ‘ee’, e.g. receive. Note and
learn exceptions
- To transform words, e.g. changing
tenses: ed, ing; negation: un, im, il;
making comparatives: er, est, ish;
changing verbs to nouns, e.g. ion,
ism, ology; nouns to verbs: ise, ify,
en
- To recognise the spelling and
meaning of the prefixes: in, im, ir, il,
pro, sus
Support for Spelling:
To spell unstressed vowels in
polysyllabic words (e.g. company,
poisonous)
To spell words with common letter
strings and different pronunciations
(e.g. –ough: tough, plough, through)
To explore the spelling patterns of
consonants and to formulate rules
(e.g. full becomes –ful when used as a
suffix, c is soft when followed by i)
To explore less common prefixes and
suffixes (e.g. –ian: magician, im-:
immature, il-: illegal)
To investigate and learn spelling rules
for adding suffixes to words ending in
e, words eding in –y and words
containing ie (e.g. live, living, lively,
lifeless, happy, happiness, happier)
To identify word roots, derivations
and spelling patterns as a support for
spelling (e.g. sign, signature, signal)
Extend to the knowledge of spelling
strategies and apply to high frequency
and cross-curricular words.