Spelling, Punctuation and Grammar


Our core aims for SPAG curriculum are to ensure that all children:

  • Have a secure understanding of the spelling, punctuation and grammar rules which underpin our written and spoken language
  • Are able to apply these rules in a variety of situations and lessons
  • Are able to communicate their ideas, needs and feelings in a clear and accurate way
  • Feel confident in their use of written and spoken language

This links with our vision that every pupil can be the best version of themselves regardless of background. Poor grammar is often attributed to lower income families. By teaching our pupils correct spoken and written grammar, we can prevent them being judged by the way the speak.



We believe that the following are key ingredients in developing effective SPAG learning at Sayes Court: explicit teaching of spelling rules, building on the phonics skills developed in EYFS and Year 1; opportunities for pupils to apply spelling rules and explore exceptions; opportunities for pupils to correct spellings with previously taught rules in writing sessions; regular assessment; explicit teaching of grammar rules; opportunities for pupils to explore and apply grammar rules; writing objectives which have a clear grammar focus; correct, technical vocabulary is used at every stage.


What this looks like in practice:

  • Years 2 – 6 have at least 3 explicit spelling lessons per week, with a clear focus on rules.
  • The spelling focus for the week is displayed in all classes on an anchor chart.
  • Pupils use a look, cover, write check approach to practise their spelling, alongside varied opportunities to apply and explore exceptions to rules.
  • Pupils take spelling home to learn and are tested on spellings weekly.
  • Spelling groups are differentiated where needed. If pupils have not passed the phonics screening test, they may still have spelling lessons with a phonics focus and therefore different spellings to learn.
  • Pupils have spelling bookmarks in their writing books which are used to highlight individual spelling words that they need to check / apply in writing.
  • Pupils have free access to dictionaries to support their spellings, including dual language and dyslexia friendly dictionaries where appropriate.
  • Grammar is taught through writing in Years 3 and 4, with explicit lessons timetabled for years 2, 5 and 6.
  • Grammar skills are taught in conjunction with writing to ensure that pupils are able to apply these skills and can see how they work in writing, not just in isolation.
  • Teachers and pupils use the correct, technical vocabulary in both grammar and spelling lessons.


Schemes, programmes and resources used to support SPAG:

  • Spellings follow the Twinkl Planit spelling progression
  • Classroom Secrets
  • Bug Club spelling and grammar



The impact of our SPAG curriculum is:

  • Pupils attain well in KS2 SPAG assessments, with results at least in line with national
  • A significant proportion of pupils achieve GD in KS2 SPAG assessments
  • Pupils attain well in SPAG in other year groups and make good progress
  • The skills learned in SPAG sessions support pupils to attain well in writing




Many spelling and grammar sessions have elements of group work and collaborative learning, promoting good social skills.   

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