Spelling Rules Algorithms

Thinking Skills and Personal Capabilities (TSPC)

Thinking, Problem-solving and Decision-Making

• Sequence, order, classify, and make comparisons

Imagining, Generating, Inventing, Taking Risks for Learning

• Make new connections between ideas /information

Being Collaborative, Being Sensitive to Others’ Feelings, Being Fair and Responsible

• Listen actively and share opinions
• Develop routines of turn-taking, sharing and co-operating
• Take personal responsibility for work with others and evaluate their own contribution to the group

Language and Literacy (F/KS1)

Talking and Listening

• Phonological awareness through Identifying and manipulating phonemes
• Social use of language through initiating and joining in conversations in pairs and groups
• Language and thinking through asking and answering questions, explaining, sharing their thoughts, taking part/contributing to group oral language activities
• Recognise and talk about features of spoken language, showing phonological awareness

Reading

• Understand that words are made up of sounds and syllables and that sounds are represented by letters) phoneme/grapheme awareness)
• Talk with the teacher about ways in which language is written down, identifying phrases, words, patterns of letters and other features of written language
• Recognise and notice how words are constructed and spelt

Writing

• Begin to problem solve how to write using sound symbol correspondence as the first strategy
• Use a variety of skills to spell words in their writing

Computing Science

• Understanding the world through computational thinking

Literacy and English

• Listening and Talking
• Reading
• Writing
• Develop and apply knowledge and understanding of language

This can be done by:

• Apply phonic knowledge and skills as the route to decode words; spell: words containing each of the 40+ phonemes already taught
• Spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly; learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words

Thinking Skills and Personal Capabilities (TSPC)

Thinking, Problem-solving and Decision-Making

• Sequence, order, classify, and make comparisons

Imagining, Generating, Inventing, Taking Risks for Learning

• Make new connections between ideas /information

Being Collaborative, Being Sensitive to Others’ Feelings, Being Fair and Responsible

• Listen actively and share opinions
• Develop routines of turn-taking, sharing and co-operating
• Take personal responsibility for work with others and evaluate their own contribution to the group

Language and Literacy (F/KS1)

Talking and Listening

• Phonological awareness through Identifying and manipulating phonemes
• Social use of language through initiating and joining in conversations in pairs and groups
• Language and thinking through asking and answering questions, explaining, sharing their thoughts, taking part/contributing to group oral language activities
• Recognise and talk about features of spoken language, showing phonological awareness

Reading

• Understand that words are made up of sounds and syllables and that sounds are represented by letters) phoneme/grapheme awareness)
• Talk with the teacher about ways in which language is written down, identifying phrases, words, patterns of letters and other features of written language
• Recognise and notice how words are constructed and spelt

Writing

• Begin to problem solve how to write using sound symbol correspondence as the first strategy
• Use a variety of skills to spell words in their writing

AoLE
Science and Technology

What Matters Statement
Computation is the foundation for our digital world

Descriptions of learning
Progression Step 2

• I can create simple algorithms and am beginning to explain errors.
• I can follow algorithms to determine their purpose and predict outcomes.

Languages, Literacy and Communication

What Matters Statement
Expressing ourselves through languages is key to communication.

Descriptions of learning
Progression Step 2

• I can spell common irregular words correctly.
• I can use my knowledge of letter sounds and patterns accurately in my spelling.
• I can attempt to spell more difficult words plausibly using a range of strategies.

DCF Strand: Data and computational thinking
Element: Problem-solving and modelling

• I can break down a problem to predict its outcome.
• I can detect and correct mistakes which cause instructions (a solution) to fail (debug).
• I can identify repetitions or loops in a sequence, e.g. identify where to shorten a set of instructions by repeating steps, for instance when learning a new song.