This one-day CPD event will offer an overview of strategies used in the Herts for Learning SOS Spelling KS2 Project used to improve pupils’ spelling achievement over an 8-week period.
The project draws on the following strategies to improve pupils’ achievement in spelling: tracking back to review prior learning and make connections, prioritising key learning and addressing specific gaps through miscue analysis, simplifying and repeating core activities to aid with cognitive load, equipping children with the language of spelling, modelling the use of metacognition when spelling and providing opportunities for pupils to articulate their thinking.
Headline Project data is showing that pupils from participating schools made on average 13 months of progress in spelling age during the 8-week project period. 91% of all participating pupils made four or more months of progress in spelling age gains. 75% of all pupils made six months progress or more in spelling age.
Furthermore, following the 8-week project period, pupils typically demonstrated the following improvements in spelling: deeper enjoyment and engagement, increased self-monitoring and self-correct, improved recall of spelling conventions taught increased confidence and willingness to have a go at more adventurous vocabulary in independent writing, more transference of skills across contexts and greater ability to articulate knowledge including specific spelling terminology.