Spellings for Me aligns with statutory requirements from Year 1to Year 6 in England. This digital approach eliminates manual test administration, with results available instantly, significantly reducing teacher workload. Custom tests also available if teachers wish to build their own!
Statutory requirements |
Rules and guidance (non-statutory) |
Example words (non-statutory) |
-tch |
The/tf/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such. |
catch, fetch, kitchen, notch, hutch |
The /v/ sound at the end of words |
English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the ‘v’. |
have, live, give |
Adding s and es to words (plural of nouns and the third person singular of verbs) |
If the ending sounds like /s/ or /z/, it is spelt as -s. If the ending sounds like /Iz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as -es. |
cats, dogs, spends, rocks, thanks, catches |
Adding the endings -ing, -ed and -er to verbs where no change is needed to the root word |
-ing and -er always add an extra syllable to the word and -ed sometimes does. The past tense of some verbs may sound as if it ends in /1d/ (extra syllable), /d/ or /t/ (no extra syllable). but all these endings are spelt-ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. |
hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper |
Adding-er and -est to adjectives where no change is needed to the root word |
As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. |
grander, grandest, fresher, freshest, quicker, quickest |
National curriculum of England
Spellings for Me closely monitor changes in worldwide curricula and builds tests accordingly to suit the exact needs.