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Principal

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Terrie Penrose-Toms

Use a thesaurus.

Practicing keyboard skills and touch typing

Distinguishing between homophones and near-homophones.

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

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

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

Spell further homophones.

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

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

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

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.

Use dictionaries to check the spelling and meaning of words.

Practicing to take responsibility of one's own learning

Learning to find the joy of learning and new challenges

Learning the basics of spelling

Using technology as a part of explorative process

Enabling the growth of positive self-image

Practicing persistent working

Practicing to use foreign language as a communication tool

Practicing letters, alphabets and written language

Practicing memorizing skills

Practicing categorization and classification

Practicing to observe spoken and written language

Practising visual recognition

Learning to notice causal connections

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

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

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

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

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

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

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

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

Read words containing common suffixes.

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

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

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.

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.

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

Spelling common exception words.

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].

Apply simple spelling rules and guidance.

Using the prefix un–.

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

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

Spelling 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.

Learning to spell more words with contracted forms.

Practicing to evaluate one's own learning

Practicing fine motor skills

Form lower-case letters of the correct size relative to one another.

Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Learning about different languages

Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.

Encouraging the growth of positive self-image

Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

Form capital letters.

 Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Learning to understand and interpret diverse types of texts

Developing problem solving skills

Learning to find solutions in social conflicts

Learning to recognise and evaluate arguments and their reasonings

Practicing to notice causal connections

Practicing to create questions and make justifiable arguments based on observations

Practicing to look things from different perspectives

Practicing to plan and execute studies, make observations and measurements

Practicing strategic thinking

Practicing to find ways of working that are best for oneself

Practicing to set one's own learning goals

Creating requirements for creative thinking

Practicing creative thinking

Practicing to improvise

Encouraging students to be innovative and express new ideas

Practicing to work with others

Practicing to use imagination and to be innovative

Practicing to use arts as a way to express

Practicing  to use imagination and to be innovative

Practicing to argument clearly own opinions and reasonings

Learning to listen other people’s opinions

Learning decision-making, influencing and accountability

Practicing communication through different channels

Learning to understand  the meaning of rules, contracts and trust

Practicing to express own thoughts and feelings

Practicing to give, get and reflect feedback

Encouraging positive attitude towards working life

Learning to use foreign language in work context

Practicing time management

Learning consumer knowledge and smart economics

Learning to plan and organize work processes

Practicing decision making

Practicing versatile ways of working

Connecting subjects learned at school to skills needed at working life

Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife

Learning to know and respect human rights

Learning to face respectfully people and follow the good manners

Learning to understand people, surroundings and phenomenons around us

Getting familiar with different cultures

Supporting student to build their own linguistic and cultural identity

Spellzone

Spellzone unlocks the mystery of English spelling and adapts to all abilities including SEND, SLD and ESL.

Casterton College Rutland

Casterton College Rutland is a 11-16 Mixed secondary school in Stamford that has invested in at least 1 education technology solution. Read the report below.

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