English Appendix 1: Spelling

Most people read words more accurately than they spell them. The younger pupils are, the truer this is.

By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. 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. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.

This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling. The ‘exception words’ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few age-appropriate words rather than because they are rare in English words in general.

The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate.

The rules and guidance are intended to support the teaching of spelling. Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology. Although particular GPCs in root words simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling where these are relevant. For example, understanding the relationship between medical and medicine may help pupils to spell the /s/ sound in medicine with the letter ‘c’. Pupils can also be helped to spell words with prefixes and suffixes correctly if they understand some general principles for adding them. Teachers should be familiar with what pupils have been taught about spelling in earlier years, such as which rules pupils have been taught for adding prefixes and suffixes.

In this spelling appendix, the left-hand column is statutory; the middle and right-hand columns are non-statutory guidance.

The International Phonetic Alphabet (IPA) is used to represent sounds (phonemes). A table showing the IPA is provided in this document.

Spelling – work for year 1

#### Revision of reception work

#### Statutory requirements
The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include: all letters of the alphabet and the sounds which they most commonly represent consonant digraphs which have been taught and the sounds which they represent vowel digraphs which have been taught and the sounds which they represent the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds words with adjacent consonants guidance and rules which have been taught

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck |  | The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes. | off, well, miss, buzz, back
The /ŋ/ sound spelt n before k |  |  | bank, think, honk, sunk
Division of words into syllables |  | Each syllable is like a ‘beat’ in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear. | pocket, rabbit, carrot, thunder, sunset

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
-tch |  | The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such. | catch, fetch, kitchen, notch, hutch
The /v/ sound at the end of words |  | English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the ‘v’. | have, live, give
Adding s and es to words (plural of nouns and the third person singular of verbs) |  | If the ending sounds like /s/ or /z/, it is spelt as –s. If the ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as –es. | cats, dogs, spends, rocks, thanks, catches
Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word |  | –ing and –er always add an extra syllable to the word and –ed sometimes does. The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. | hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper
Adding –er and –est to adjectives where no change is needed to the root word |  | As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. | grander, grandest, fresher, freshest, quicker, quickest

### Vowel digraphs and trigraphs

Some may already be known, depending on the programmes used in Reception, but some will be new.

#### Vowel digraphs and trigraphs | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
ai, oi |  | The digraphs ai and oi are virtually never used at the end of English words. | rain, wait, train, paid, afraid oil, join, coin, point, soil
ay, oy |  | ay and oy are used for those sounds at the end of words and at the end of syllables. | day, play, say, way, stay boy, toy, enjoy, annoy
a–e |  |  | made, came, same, take, safe
e–e |  |  | these, theme, complete
i–e |  |  | five, ride, like, time, side
o–e |  |  | home, those, woke, hope, hole
u–e |  | Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e. | June, rule, rude, use, tube, tune
ar |  |  | car, start, park, arm, garden
ee |  |  | see, tree, green, meet, week
ea (/i:/) |  |  | sea, dream, meat, each, read (present tense)
ea (/ɛ/) |  |  | head, bread, meant, instead, read (past tense)
er (/ɜ:/) |  |  | (stressed sound): her, term, verb, person
er (/ə/) |  |  | (unstressed schwa sound): better, under, summer, winter, sister
ir |  |  | girl, bird, shirt, first, third
ur |  |  | turn, hurt, church, burst, Thursday

#### Vowel digraphs and trigraphs | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
oo (/u:/) |  | Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo | food, pool, moon, zoo, soon
oo (/ʊ/) |  |  | book, took, foot, wood, good
oa |  | The digraph oa is very rare at the end of an English word. | boat, coat, road, coach, goal
oe |  |  | toe, goes
ou |  | The only common English word ending in ou is you. | out, about, mouth, around, sound
ow (/aʊ/) ow (/əʊ/) ue ew |  | Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e, ue and ew. If words end in the /oo/ sound, ue and ew are more common spellings than oo. | now, how, brown, down, town own, blow, snow, grow, show blue, clue, true, rescue, Tuesday new, few, grew, flew, drew, threw
ie (/aɪ/) |  |  | lie, tie, pie, cried, tried, dried
ie (/i:/) |  |  | chief, field, thief
igh |  |  | high, night, light, bright, right
or |  |  | for, short, born, horse, morning
ore |  |  | more, score, before, wore, shore
aw |  |  | saw, draw, yawn, crawl
au |  |  | author, August, dinosaur, astronaut
air |  |  | air, fair, pair, hair, chair
ear |  |  | dear, hear, beard, near, year
ear (/ɛə/) |  |  | bear, pear, wear
are (/ɛə/) |  |  | bare, dare, care, share, scared

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Words ending –y (/i:/ or /ɪ/) |  |  | very, happy, funny, party, family
New consonant spellings ph and wh |  | The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun). | dolphin, alphabet, phonics, elephant when, where, which, wheel, while
Using k for the /k/ sound |  | The /k/ sound is spelt as k rather than as c before e, i and y. | Kent, sketch, kit, skin, frisky
Adding the prefix –un |  | The prefix un– is added to the beginning of a word without any change to the spelling of the root word. | unhappy, undo, unload, unfair, unlock
Compound words |  | Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. | football, playground, farmyard, bedroom, blackberry
Common exception words |  | Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far. | the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used

Spelling – work for year 2

#### Revision of work from year 1

As words with new GPCs are introduced, many previously-taught GPCs can be revised at the same time as these words will usually contain them.

#### New work for year 2

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y |  | The letter j is never used for the /dʒ/ sound at the end of English words. At the end of a word, the /dʒ/ sound is spelt –dge straight after the /æ/, /ɛ/, /ɪ/, /ɒ/, /ʌ/ and /ʊ/ sounds (sometimes called ‘short’ vowels). After all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as –ge at the end of a word. In other positions in words, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. | badge, edge, bridge, dodge, fudge age, huge, change, charge, bulge, village gem, giant, magic, giraffe, energy jacket, jar, jog, join, adjust
The /s/ sound spelt c before e, i and y |  |  | race, ice, cell, city, fancy
The /n/ sound spelt kn and (less often) gn at the beginning of words |  | The ‘k’ and ‘g’ at the beginning of these words was sounded hundreds of years ago. | knock, know, knee, gnat, gnaw
The /r/ sound spelt wr at the beginning of words |  | This spelling probably also reflects an old pronunciation. | write, written, wrote, wrong, wrap
The /l/ or /əl/ sound spelt –le at the end of words |  | The –le spelling is the most common spelling for this sound at the end of words. | table, apple, bottle, little, middle

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
The /l/ or /əl/ sound spelt –el at the end of words |  | The –el spelling is much less common than –le. The –el spelling is used after m, n, r, s, v, w and more often than not after s. | camel, tunnel, squirrel, travel, towel, tinsel
The /l/ or /əl/ sound spelt –al at the end of words |  | Not many nouns end in –al, but many adjectives do. | metal, pedal, capital, hospital, animal
Words ending –il |  | There are not many of these words. | pencil, fossil, nostril
The /aɪ/ sound spelt –y at the end of words |  | This is by far the most common spelling for this sound at the end of words. | cry, fly, dry, try, reply, July
Adding –es to nouns and verbs ending in –y |  | The y is changed to i before –es is added. | flies, tries, replies, copies, babies, carries
Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it |  | The y is changed to i before –ed, –er and –est are added, but not before –ing as this would result in ii. The only ordinary words with ii are skiing and taxiing. | copied, copier, happier, happiest, cried, replied …but copying, crying, replying
Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it |  | The –e at the end of the root word is dropped before –ing, –ed, –er, –est, –y or any other suffix beginning with a vowel letter is added. Exception: being. | hiking, hiked, hiker, nicer, nicest, shiny
Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter |  | The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel ‘short’). Exception: The letter ‘x’ is never doubled: mixing, mixed, boxer, sixes. | patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny
The /ɔ:/ sound spelt a before l and ll |  | The /ɔ:/ sound (‘or’) is usually spelt as a before l and ll. | all, ball, call, walk, talk, always
The /ʌ/ sound spelt o |  |  | other, mother, brother, nothing, Monday

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
The /i:/ sound spelt –ey |  | The plural of these words is formed by the addition of –s (donkeys, monkeys, etc.). | key, donkey, monkey, chimney, valley
The /ɒ/ sound spelt a after w and qu |  | a is the most common spelling for the /ɒ/ (‘hot’) sound after w and qu. | want, watch, wander, quantity, squash
The /ɜ:/ sound spelt or after w |  | There are not many of these words. | word, work, worm, world, worth
The /ɔ:/ sound spelt ar after w |  | There are not many of these words. | war, warm, towards
The /ʒ/ sound spelt s |  |  | television, treasure, usual
The suffixes –ment, –ness, –ful , –less and –ly |  | 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. Exceptions: (1) argument (2) root words ending in –y with a consonant before it but only if the root word has more than one syllable. | enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly merriment, happiness, plentiful, penniless, happily
Contractions |  | 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
The possessive apostrophe (singular nouns) |  |  | Megan’s, Ravi’s, the girl’s, the child’s, the man’s
Words ending in –tion |  |  | station, fiction, motion, national, section

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Homophones and near-homophones |  | It is important to know the difference in meaning between homophones. | there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight
Common exception words |  | Some words are exceptions in some accents but not in others – e.g. past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat. Great, break and steak are the only common words where the /eɪ/ sound is spelt ea. | door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used. Note: ‘children’ is not an exception to what has been taught so far but is included because of its relationship with ‘child’.

Spelling – work for years 3 and 4

#### Revision of work from years 1 and 2

Pay special attention to the rules for adding suffixes.

#### New work for years 3 and 4

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Adding suffixes beginning with vowel letters to words of more than one syllable |  | 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 gardening, gardener, limiting, limited, limitation
The /ɪ/ sound spelt y elsewhere than at the end of words |  | These words should be learnt as needed. | myth, gym, Egypt, pyramid, mystery
The /ʌ/ sound spelt ou |  | These words should be learnt as needed. | young, touch, double, trouble, country
More prefixes |  | 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)
|  | The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’. | in–: inactive, incorrect

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
|  | Before a root word starting with l, in– becomes il. | illegal, illegible
|  | Before a root word starting with m or p, in– becomes im–. | immature, immortal, impossible, impatient, imperfect
|  | Before a root word starting with r, in– becomes ir–. | irregular, irrelevant, irresponsible
|  | re– means ‘again’ or ‘back’. | re–: redo, refresh, return, reappear, redecorate
|  | sub– means ‘under’. | sub–: subdivide, subheading, submarine, submerge
|  | inter– means ‘between’ or ‘among’. | inter–: interact, intercity, international, interrelated (inter + related)
|  | super– means ‘above’. | super–: supermarket, superman, superstar
|  | anti– means ‘against’. | anti–: antiseptic, anti-clockwise, antisocial
|  | auto– means ‘self’ or ‘own’. | auto–: autobiography, autograph
The suffix –ation |  | The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. | information, adoration, sensation, preparation, admiration
The suffix –ly |  | 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)

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
|  | 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. | happily, angrily
|  | (2) If the root word ends with –le, the –le is changed to –ly. | gently, simply, humbly, nobly
|  | (3) If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly. | basically, frantically, dramatically
|  | (4) The words truly, duly, wholly. |
Words with endings sounding like /ʒə/ or /tʃə/ |  | 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
Endings which sound like /ʒən/ |  | If the ending sounds like /ʒən/, it is spelt as –sion. | division, invasion, confusion, decision, collision, television
The suffix –ous |  | 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. –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. If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. | poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous, spontaneous, courteous

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian |  | 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. –ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention. –cian is used if the root word ends in c or cs. | invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician
Words with the /k/ sound spelt ch (Greek in origin) |  |  | scheme, chorus, chemist, echo, character
Words with the /ʃ/ sound spelt ch (mostly French in origin) |  |  | chef, chalet, machine, brochure
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) |  |  | league, tongue, antique, unique
Words with the /s/ sound spelt sc (Latin in origin) |  | 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
Words with the /eɪ/ sound spelt ei, eigh, or ey |  |  | vein, weigh, eight, neighbour, they, obey

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Possessive apostrophe with plural words |  | 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)
Homophones and near-homophones |  |  | accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s

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

#### Notes and guidance (non-statutory)
Teachers should continue to emphasise to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly, if the rules and guidance for adding prefixes and suffixes are also known.
##### Examples: business: once busy is learnt, with due attention to the unusual spelling of the /i/ sound as ‘u’, business can then be spelt as busy + ness, with the y of busy changed to i according to the rule. disappear: the root word appear contains sounds which can be spelt in more than one way so it needs to be learnt, but the prefix dis– is then simply added to appear. Understanding the relationships between words can also help with spelling. Examples: bicycle is cycle (from the Greek for wheel) with bi– (meaning ‘two’) before it. medicine is related to medical so the /s/ sound is spelt as c. opposite is related to oppose, so the schwa sound in opposite is spelt as o.

Spelling – years 5 and 6

#### Revise work done in previous years

#### New work for years 5 and 6

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Endings which sound like /ʃəs/ spelt –cious or –tious |  | 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
Endings which sound like /ʃəl/ |  | –cial is common after a vowel letter and –tial after a 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). | official, special, artificial, partial, confidential, essential
Words ending in –ant, –ance/–ancy, –ent, –ence/–ency |  | 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. 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. There are many words, however, where the above guidance does not help. These words just have to be learnt. | observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial) innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential) assistant, assistance, obedient, obedience, independent, independence

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Words ending in –able and –ible 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. 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. 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. 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). | adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration) changeable, noticeable, forcible, legible dependable, comfortable, understandable, reasonable, enjoyable, reliable possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly, sensible/sensibly
Adding suffixes beginning with vowel letters to words ending in –fer |  | 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
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

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Words with the /i:/ sound spelt ei after c |  | 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
Words containing the letter-string ough |  | 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 though, although, dough through thorough, borough plough, bough
Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) |  | 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

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Homophones and other words that are often confused |  | 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. More examples: aisle: a gangway between seats (in a church, train, plane). isle: an island. 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). altar: a table-like piece of furniture in a church. 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. 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). | advice/advise device/devise licence/license practice/practise prophecy/prophesy farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals 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) precede: go in front of or before proceed: go on

#### Statutory requirements | ####  | #### Rules and guidance (nonstatutory) | #### Example words (nonstatutory)
Homophones and other words that are often confused (continued) |  | descent: the act of descending (going down). dissent: to disagree/disagreement (verb and noun). desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable) dessert: (stress on second syllable) a sweet course after the main course of a meal. 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 stationary: not moving stationery: paper, envelopes etc. steal: take something that does not belong to you steel: metal wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?)

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

#### Notes and guidance (non-statutory)
Teachers should continue to emphasis to pupils the relationships between sounds and letters, even when the relationships are unusual. Once root words are learnt in this way, longer words can be spelt correctly if the rules and guidance for adding prefixes and suffixes are also known. Many of the words in the list above can be used for practice in adding suffixes.
Understanding the history of words and relationships between them can also help with spelling. ##### Examples: Conscience and conscious are related to science: conscience is simply science with the prefix con- added. These words come from the Latin word scio meaning I know. The word desperate, meaning ‘without hope’, is often pronounced in English as desp’rate, but the –sper- part comes from the Latin spero, meaning ‘I hope’, in which the e was clearly sounded. Familiar is related to family, so the /ə/ sound in the first syllable of familiar is spelt as a.

International Phonetic Alphabet (non-statutory)

The table below shows each symbol of the International Phonetic Alphabet (IPA) and provides examples of the associated grapheme(s).[6] The table is not a comprehensive alphabetic code chart; it is intended simply as guidance for teachers in understanding the IPA symbols used in the spelling appendix (English Appendix 1). The pronunciations in the table are, by convention, based on Received Pronunciation and could be significantly different in other accents.

Consonants |  | Vowels
/b/ | bad |  | /ɑː/ | father, arm
/d/ | dog |  | /ɒ/ | hot
/ð/ | this |  | /æ/ | cat
/dʒ/ | gem, jug |  | /aɪ/ | mind, fine, pie, high
/f/ | if, puff, photo |  | /aʊ/ | out, cow
/ɡ/ | gum |  | /ɛ/ | hen, head
/h/ | how |  | /eɪ/ | say, came, bait
/j/ | yes |  | /ɛə/ | air
/k/ | cat, check, key, school |  | /əʊ/ | cold, boat, cone, blow
/l/ | leg, hill |  | /ɪ/ | hit
/m/ | man |  | /ɪə/ | beer
/n/ | man |  | /iː/ | she, bead, see, scheme, chief
/ŋ/ | sing |  | /ɔː/ | launch, raw, born
/θ/ | both |  | /ɔɪ/ | coin, boy
/p/ | pet |  | /ʊ/ | book
/r/ | red |  | /ʊə/ | tour
/s/ | sit, miss, cell |  | /uː/ | room, you, blue, brute
/ʃ/ | she, chef |  | /ʌ/ | cup
/t/ | tea |  | /ɜː/ | fern, turn, girl
/tʃ/ | check |  | /ə/ | farmer
/v/ | vet |  |  |
/w/ | wet, when |  |  |
/z/ | zip, hens, buzz |  |  |
/ʒ/ | pleasure |  |  |