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Revision of work from Year 1
As words with new GPCs are introduced, many previously-taught GPCs can be revised at the same time as these words will usually contain them.
Statutory requirements |
Non‑statutory information and Spellzone resources |
The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y. |
The letter j is never used for the /dʒ/ sound at the end of English words. Curriculum word list After all other sounds, whether vowels or consonants, the /dʒ/ sound is spelt as –ge at the end of a word. Curriculum word list In other positions in words, the /dʒ/ sound is often (but not always) spelt as g before e, i, and y. The /dʒ/ sound is always spelt as j before a, o and u. |
The /s/ sound spelt c before e, i and y. |
Curriculum word list |
The /n/ sound spelt kn and (less often) gn at the beginning of words. |
The ‘k’ and ‘g’ at the beginning of these words was sounded hundreds of years ago. |
The /r/ sound spelt wrat the beginning of words. |
This spelling probably also reflects an old pronunciation. |
The /l/ or /əl/ sound spelt –le at the end of words. |
The –le spelling is the most common spelling for this sound at the end of words. Curriculum word list |
The /l/ or /əl/ sound spelt –el at the end of words. |
The –el spelling is much less common than –le. |
The /l/ or /əl/ sound spelt –al at the end of words. |
Not many nouns end in –al, but many adjectives do. |
Words ending –il. |
There are not many of these words. |
The /aɪ/ sound spelt –y at the end of words. |
This is by far the most common spelling for this sound at the end of words. |
Adding –es to nouns and verbs ending in |
The y is changed to i before –es is added. |
Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it. |
The y is changed to i before –ed, –er and –est are added, but not before –ing as this would result in ii. The only ordinary words with ii are skiing and taxiing. |
Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it. |
The –e at the end of the root word is dropped before –ing, –ed, –er, |
Adding –ing, –ed, |
The last consonant letter of the root word is doubled to keep the /æ/, /ɛ/, /ɪ/, /ɒ/ and /ʌ/ sound (i.e. to keep the vowel ‘short’). |
The /ɔ:/ sound spelt a before l and ll. |
The /ɔ:/ sound (‘or’) is usually spelt as a before l and ll. |
The /ʌ/ sound spelt o. |
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The /i:/ sound spelt |
The plural of these words is formed by the addition of –s (donkeys, monkeys, etc.). |
The /ɒ/ sound spelt a after w and qu. |
a is the most common spelling for the /ɒ/ (‘hot’) sound after w and qu. Curriculum word list |
The /ɜ:/ sound spelt or after w. |
There are not many of these words. |
The /ɔ:/ sound spelt ar after w. |
There are not many of these words. |
The /ʒ/ sound spelt s. |
Curriculum word list |
The suffixes –ment, |
If a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. |
Contractions |
In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can’t – cannot). Note: Not covered in Spellzone units and the Spellzone dictionary does not support these words. |
The possessive apostrophe (singular nouns). |
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Words ending in –tion. |
Curriculum word list |
Homophones and near-homophones. |
It is important to know the difference in meaning between homophones. |
Common exception words. |
Some words are exceptions in some accents but not in others – e.g. past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat. Curriculum word list - 1 |
| See the Spellzone course units for content mapped to the curriculum including homophones (H) units. | |
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