A weaker class pattern in spelling can interrupt writing and lead pupils to avoid useful curriculum words. Whole-class teaching is most helpful when words are connected to current learning and organised around a pattern pupils can reuse.

Avoid treating spelling as an isolated weekly list that disappears after Friday.

Select a manageable word set

Choose four to six useful words from the current topic. Link them through:

• a spelling pattern;

• a root or word family;

• a prefix or suffix;

• a shared difficult section.

For example, during a science topic, teach measure, measurement and measuring together. Mark the stable root, discuss what changes and use each form in a sentence.

Build practice across the week

A simple sequence might be:

1. Read and notice: introduce the words in the curriculum text and mark the useful pattern.

2. Recall: cover the word, say it, write it and check the difficult part.

3. Compare: sort or complete related words.

4. Use: include the words in authentic sentences or the current piece of writing.

5. Retrieve: revisit a small number after a delay.

Where spelling is slightly weaker, highlighting one difficult part and revisiting it may be enough. Where the pattern is lower, teach fewer words at a time and use cumulative review across several lessons.

Check application

Look for the words in pupils' independent writing. If the pattern is not transferring, return to the specific part causing difficulty rather than repeating the whole activity.

When some pupils need more

This is whole-class pattern teaching. Pupils with recurring personal errors may also need a spelling journal, more intensive practice or further investigation.

Further guidance

• DfE: English programmes of study. English Appendix 1 sets out the statutory spelling patterns by year group, with example words and the Years 3 to 4 and 5 to 6 word lists. Use it to choose a pattern that fits the topic words.

• EEF: Improving Literacy in Key Stage 2