Learning to notice causal connections

Practising visual recognition

Practicing to observe spoken and written language

Practicing categorization and classification

Practicing memorizing skills

Practicing letters, alphabets and written language

Learning to find the joy of learning and new challenges

Practicing to take responsibility of one's own learning

Practicing persistent working

Learning the basics of spelling

Practicing keyboard skills and touch typing

Using technology as a part of explorative process

Enabling the growth of positive self-image

Practicing to use foreign language as a communication tool

Use a thesaurus.

Use dictionaries to check the spelling and meaning of words.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Continue to distinguish between homophones and other words which are often confused.

Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].

Spell words that are often misspelt (English Appendix 1).

Spell further homophones.

Use further prefixes and suffixes and understand how to add them (English Appendix 1).

Apply spelling rules and guidance, as listed in English Appendix 1.

Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.

Distinguishing between homophones and near-homophones.

Learning to spell more words with contracted forms.

Learning to spell common exception words.

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.

Spelling segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

Using letter names to distinguish between alternative spellings of the same sound.

Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.

Using the prefix un–.

Apply simple spelling rules and guidance.

Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].

Spelling common exception words.

Spelling words containing each of the 40+ phonemes already taught.

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Read words containing common suffixes.

Read accurately words of two or more syllables that contain the same graphemes as above.

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

Read other words of more than one syllable that contain taught GPCs.

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Apply phonic knowledge and skills as the route to decode words.

Using dictionaries to check the meaning of words that they have read.

Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Know final -e and common vowel team  conventions for representing long vowel sounds.

Decode regularly spelled one-syllable words.

Know the spelling-sound correspondences for common consonant digraphs.

Know and apply grade-level phonics and word analysis skills in decoding words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Demonstrate understanding of spoken words, syllables, and sounds.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Supporting student to build their own linguistic and cultural identity

Learning about different languages

Practicing to set one's own learning goals

Spellzone

Spellzone is an online resource that unlocks the mystery of English spelling and adapts to all abilities including SEND, SLD...

Year 7 Teacher

Cindy Van Ingen-Kal

KingsWay School - Senior Campus

Consider this. In Senior School Biblical studies is a compulsory subject. Every new period/subject is started with a prayer. Subject choices are limited. There is a massive exodus of students at the end of Yr.10. They mean what they say in their Mission Statement. Your local School is also good.

Teachers goes through your phone after school and check your photos. The bathrooms are really stinky and dirty. The school also took a basketball that belonged to a student from their locker and put in the sports shed and said unless they get proof of the ball belonging to them they will not get it back. Keep in mind that this ball was bought over 4 years ago. The teachers here also use violent languages sometimes swear making an unhealthy role model for students. The teachers here also treat you different depending on what your nationality is. Students from Asia are commonly told off more frequently than other students. Kingsway School is definitely not a school I would want to send my children to. Half the students vape and draw inappropriate pictures everywhere. The students are not allowed to wear big earrings but the teachers wear whatever they want. The teachers and staff call school a safe and eq place but it really isn’t. I understand teachers want to make sure you don’t have weird photos and they don’t want students stealing sports equipment but this is gone too far. Kingsway is not a good school

I had a great learning experience here and will probably send my kids here in the future. It helped me build my Faith and learn more, however as a relatively small school there weren't many subjects you could choose from so if you are looking more for academic results I would recommend another school but on the other hand if you are looking for a school to help build Christian character, KingsWay would be a good fit. A word of caution being some teachers may be homophobic and very opinionated when it comes to topics such as homosexuality, theory of evolution and dinosaurs existing in Genesis.

I studied at Kingsway School for 7 years (graduated 2020), And really enjoyed my time here.
First off, I'd like to say that Kingsway, while not being a terrible school, isn’t 100% perfect either. If you’re a young Christian who’s looking for a place to develop your understanding of Christianity and be surrounded by great peers, then Kingsway would be the school for you.
If you’re a recent believer or a student needing a place to study, this would not be my first recommendation. Although there are things at the school which are much better than others, such as the teachers involvement with the students. The school also has a very strong biblical view, which Is good in a lot of respects but can be very hardcore and has the possibility to push some newer believers away.

However, the teachers at this school make it so much better, depending on the lot you get. A few good names to throw around would be Pierre Barnard, Mr Daniel,  Ben Sharplin, Colin Thompson and Wes Williamson (ex teacher). These teachers have made my schooling so much better than it would have been without them. From my years of schooling at Kingsway, these teachers in particular have stood out to me as being very selfless and will do their best to help you with things you might need. If you have any questions to ask, from home life and education, through to Christianity, these teachers are here for you. The vast majority of Kingsway’s teachers will go out of their way if you need help with anything. The teachers care about the students and their futures unlike many other schools.

The school as a whole is very strong with their beliefs. It is a very tight knitted community that aspires to grow faith and bring everyone together through Christ, but can sometimes do the opposite. New believers are looking for a school they can learn about God and be in a comfortable/safe space. However, Kingsway's beliefs, can push away believers that have slightly different views.

This review is not written to look down upon Kingsway School, but to give possible helpful advice for future students.
Thank you for taking your time to read this
Sincerely, Andrew Hagyard

this school have my mate depression. he was later cured from that depression after he left the school. according to him whenever a teacher spoke to him in private their breath smelt so bad that he wanted to vomit.

Cindy Van Ingen-Kal

Cindy Van Ingen-Kal found Spellzone:

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