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What will we be testing next week?

a) We will be testing a selection of our new homophone lists (see below) - not all of all them but a selection. The government expects the children to know the meaning of and the spelling of a variety of more advanced homophones (as well as simpler ones that are covered lower down in the school).

b) We will also be assessing our knowledge of a variety of words from the statutory rules we have already learned (see below), along with some of our 'problem' words. Our focus will increasingly be on the Y5/6 list too.


NOTE: We do not provide a specific list each week. The aim is for children to learn these words for life (and to spell them correctly in their independent work), not just for their spelling test!

The government do not give us specific words that will be tested. They give us rules to learn instead (that can be applied to many words). You will find lots of information on the strategies to learn these spelling rules each week below.

Which spelling rule are we currently learning?



'homo' means 'same'.

'phone' means 'sound'.

So 'homophone' means words that sound the same but have different meanings. You can see the list in the image above AND I've set you some assignments on Spelling Shed to help you too.


There are many, many homophones in the English language - the list below records lots of the KS2 homophones that are covered in school! Don't forget these common ones too:

- your / you're

- to / too / two

- there / their / they're

-cious and -tious

Lots of the -cious words have related root words that end with -ice. Here are some examples:

  • malicious (malice)
  • vicious (vice)
  • gracious (grace)
  • precious (price)
  • delicious


Lots of the -tious words have related root words that end with -tion. Here are some examples:

  • cautious (caution)
  • ambitious (ambition)
  • nutritious (nutrition)
  • fictitious (fiction)


There are also some words that don't fit the above rules:

  • suspicious (suspicion)
  • conscious
  • anxious

Homophones and near homophones (-ce or -se)

We have starting learning some homophones (homo=same, phones=sounds) - words that sound the same but have different meanings. The children need to know what each word means, which word class it is from and which word is the right one to use in different contexts. We don't know which words will be tested at the end of Y6 in our spelling SAT but we will be concentrating on the following words for now:

         Noun                Verb

  • advise              advice    
  • devise              device
  • practise            practice
  • license             licence

Y5/6 statutory words

We have been practising words from the Y5/6 list that we can't already spell. We've been using practice books in class and have been encouraged to use Spelling Shed too. Mrs Allen showed us how to create our own personal lists in Spelling Shed.

Don't stop revising these words as we must be using them in our writing and they will definitely be coming up in every formal test we do throughout the year.

-fer words

We have learned how different suffixes change the ending for -fer words. Sometimes -fer stays as it is and sometimes we need to use -ferr.

Example words might include: 

  • refer (refers, reference, referring, referred, referral, referee)
  • prefer (prefers, preference, preferring, preferral, preferred)
  • transfer (transfers, transference, transferring, transferral, transferred)
  • infer (infers, inference, inferring, inferral, inferred)
  • differ, offer, suffer ... and lots more

-able  -ible   -ably   -ibly

We have learned a range of words ending with the statutory rules for -able and -ible, -ably and -ibly.

  • -able and -ably are the most common and are usually the correct ending when we can hear all of the root word. Example words might include:
    • reasonable (reasonably)   - you can hear all of the root word 'reason'
    • enjoyable (enjoyably)
    • unavoidable (unavoidably)
    • adorable (adorably)
    • valuable (valuably)
    • probable (probably)
    • considerable (considerably) and lots more.

Remember that we may have to drop the 'e' from a root word before we add the -able or -ably suffix. In the list above, you can see this happens for 'adore' and 'value' for example.


  • -ible and -ibly are less common and are usually the correct ending when we cannot hear all of the root word. Example words might include:
    • possible (possibly)
    • terrible (terribly)      - you cannot hear all of the root word 'terror'
    • legible (legibly)
    • illegible (illegibly)
    • horrible (horribly)
    • flexible (flexibly)   - this does not fit our rule regarding hearing the root word
    • sensible (sensibly)   - this does not fit our rule regarding hearing the root word
    • edible and lots more.

Remember that we may have to drop the 'e' from a root word before we add the -ible or -ibly suffix. In the list above, this happens with 'sense' for example.


I have set up an assignment for some -able and -ible words on Spelling Shed. Just log in here and look at your assignments and you should find it.

We have a fun way to practise your spelling! Spelling Shed is a great way to practise your spellings and have fun by earning honey pots for rewards within the game. Earn points for our class and try to get on the school leader board...

You can log in with your own username and password here:


You should be using Spelling Shed here to be practising your Year 5 and Year 6 words now. Any un-highlighted words in the front of your spelling books are the ones you should be working on.

If you know you have problems with any of the Year 2 words or words that you learned in Year 3 or Year 4 then you should also be working on learning those too - I have added all the lists from Y1 to Y6 lower down this page.

The Spelling SAT will include words from Years 3 to 6  but the focus will be on words from Years 5 and 6.

How can school and families support the children with their spelling?

At home, please practise your spellings for five to ten minutes every night - try to make this fun by playing games, using art materials, getting messy, setting up competitions with each other or by using the internet! I have put together a document outlining 20 ideas for learning and practising spelling at home - see above.

At school, children will be practising their spelling regularly in a variety of different ways as we follow the No Nonsense Spelling scheme. They will be encouraged to be independently checking and improving their own spelling and partners will be able to help each other.

I will provide word lists (in spelling books or on this page) to focus on at home. On occasion, I may also produce wordsearches or other games to help to make practice more fun!


Why should children practise their spelling?

As part of the new primary curriculum, the government have placed an increased emphasis on being able to spell well. Spelling must be accurate in all lessons (including in English, Maths and Topic), in the children's independent written work as well as in spelling tests.


How will spelling be assessed?

Spellings will be tested weekly. These tests will be made up of some of the words following the patterns/rules that are currently being practised in class and those that have been studied previously. Some words from the Year 3/4 and Year 5/6 spelling lists will also be included along with personal 'problem' words.


Testing will either be formal, when results will be recorded by the teacher, or will take place in pairs, when partners will be helping each other to correct mistakes and highlight misconceptions. The intention of carrying out testing in this way is that children become better spellers and won't just learn words for a test without applying their learning.


What are the expectations for spelling in Y6?

Children are expected to include an increasing number of advanced words in their written school work. By Year 6, it is expected that all Year 3, 4, 5 and 6 words are now being spelled correctly with very few errors - I have collated the National Curriculum rules and word list and it is available below. On this list you can see which are the Year 3/4 or Year 5/6 words.


Children are able to use word mats, dictionaries and classroom resources to support their spelling during class work but not during spelling tests.