The purpose of this study was to explore whether the implementation of a focused and structured introduction to weekly spellings had an impact on pupils’ spelling attainment and application in tests and wider writing.
In KS2 it has been observed how gaps in pupil knowledge of spelling patterns has affected them when taking their end of year assessment in Year 6. Ensuring spelling sessions are implemented consistently and with rigour is imperative to ensuring accuracy and age related attainment. The aim of the research was to provide pupils and teachers with a consistent approach that would help support and close the gaps for a range of learners and abilities.