WB: 8.12.25

Focus: words from children’s own writing: technical vocabulary

In their work across the curriculum, children will meet, and be expected to understand and
use, a range of specialist vocabulary in different subjects. It is important that they learn
to spell this technical vocabulary, and that they are as careful in their spelling within other
subjects as they are within English.
The unit encourages children to draw on the technical vocabulary they have encountered
within different subjects, and to research meaning and spelling in order to produce a useful
glossary of terms. The invitation to publish also introduces a requirement to proofread their
own and others’ work.

 

WB: 01.12.25

The short group of words selected from the Year 5/6 word list will be familiar to children, but
the spelling of these words presents a range of potential pitfalls.
The emphasis here is on proofreading – can children spot the words when they are misspelled,
and can they take time to correct them?
The unit also puts children in the role of expert, asking them to make use of the strategies
they have learned to advise someone else. If they can do this clearly, it will demonstrate that
they have absorbed and understood the strategies.

 

 

WB: 24.11.25

This unit follows on from the revision of words with the -gue and -que spelling patterns. The
focus is on how the origin of the word determines the pronunciation of the ‘ch’ digraph:
hard ‘k’ for words originating from Greek; soft ‘sh’ for words originating from French.

WB: 17.11.25

The -gue and -que endings are dealt with together here because of their common derivation
(French). Words using the same endings are introduced progressively to build children’s
confidence in using what they know to generalise and apply to the pronunciation and spelling
of similar words.

 

WB: 10.11.25

Focus: words from the Year 5/6 word list

 

 

 

WB: 03.11.25