• Keep it short and frequent
  Run 5-minute checks 2-3 times a week using 5-8 words.

  
  

• Link to current teaching
  Use spelling patterns being taught (e.g. ai, ee, igh) and common exception words.

• Use a mix of formats

  • Quick word lists

  • Simple dictation sentences linked to class topics or stories

  • Spot-the-mistake activities

    
    

• Model and discuss errors
  Go through answers together and explain patterns (e.g. why rain uses ai).

  
  

• Use small-group checks where needed
  Target pupils who need extra support with specific patterns.

  
  

What to look for

• Confusion between sounds (e.g. ai/ay)

• Missing endings (e.g. jump → jumped)

• Difficulty with common exception words

Secondary Focus

In secondary classrooms, spelling assessment should shift towards subject vocabulary, morphology (word structure), and spelling in context, while still addressing gaps in basic patterns where needed.

Practical steps

• Keep it brief and embedded
  Use 5-minute checks in tutor time or within subject lessons.

  
  

• Focus on subject vocabulary
  Include key terms (e.g. analysis, photosynthesis, parliament).

  
  

• Use varied formats

  • Short quizzes (5-10 words)

  • Dictation sentences from subject content

  • Error analysis tasks using real examples from pupil work.

    
    

• Include morphology
  Teach and assess prefixes and suffixes (e.g. un-, re-, -tion, -ed).

  
  

• Mix known and new vocabulary
  Check both recall and application in unfamiliar words.

  
  

• Use quick verbal checks
  Ask pupils to explain how they spelled a word to reveal understanding.

  
  

• Respond to patterns
  Adapt teaching based on common errors (e.g. suffix errors, vowel patterns).

  
  

What to look for

• Inconsistent spelling of key subject terms

• Weak understanding of prefixes/suffixes

• Errors in extended writing that don’t appear in isolated word tests