SPaG (Primary) Inset

Attendance on this course will give you the opportunity to explore the structure of SPaG within the Framework for English. It will help to clarify the progression of learning and teaching from FS to Y6 and will enable you to plan for progression and continuity across the age phases. There will also be an opportunity to brush up on your own SPaG skills if you wish to.
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The introduction of a SPaG (Spelling, Punctuation and Grammar) test at the end of KS1 in 2016 is again putting an increased emphasis on SPaG. This course is designed to give you the tools to develop a whole school approach, from Foundation to Year 6, to meet the National Curriculum guidelines.

Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology.

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons.

The National Curriculum Programmes of Study for English, Key Stage 2

Who should attend:

  • Classroom teachers
  • Teaching assistants
  • Managers with responsibility for whole-school literacy

Attendance on this course will give you the opportunity to explore the structure of SPaG within the Framework for English. It will help to clarify the progression of learning and teaching from FS to Y6 and will enable you to plan for progression and continuity across the age phases. There will also be an opportunity to brush up on your own SPaG skills if you wish to.

What other teachers have said about the course

  • Excellent subject knowledge and very engaging

    Mr Mark Elliot, Headteacher, Sturton CE Primary School
  • Excellent trainer, great ideas and clearly very knowledgeable. Great sense of humour

    Gemma Gibson, Sturton CE Primary School
  • A good overview of all aspects of SPaG aimed at all levels. Very informative and delivered in a fun way

    Jo Downing, Sturton CE Primary School
  • I liked the thorough overview of SPaG from EYFS to Year6. I have enjoyed revisiting phonics and can clearly see the relationship between this and spelling into KS2. Tim delivered the content…

    Michaela Ledsham, Sturton CE Primary School
  • The opportunity to discuss terminology and how to introduce it in class. Also the enthusiasm and outstanding level of knowledge Tim has!

    Laura Brown, Whitwell Primary School
  • Extremely knowledgeable. Great to be led by a practitioner who is still working in the classroom now

    Dawn Harper, Whitwell Primary School
  • Practical process, quick delivery, real examples. Very good - definitely needed.

    Katie Ellarby, St Cuthbert's Catholic Academy
  • I liked the practical examples of teaching strategies/methods in school. Very well presented, interesting and informative

    Ms Leah Mason, Fairfield Park Lower School
  • An inspiring course in how to teach SPaG and vocabulary and how to implement this into the classroom

    Ms Alisa Willett, Fairfield Park Lower School
  • Clear outline of SPaG in the curriculum. Ways to embed understanding in a creative way. Good understanding and good examples of resources to use (poems etc)

    Ms Polly Aris, Fairfield Park Lower School
  • I liked the ideas of how to implement SPaG into every day teaching and the opportunities to discuss and plan

    Ms Jemma Gallagher, Fairfield Park Lower School
  • It made it seem easy to make SPaG exciting. The trainer was very knowledgeable. Thank you for an informative and thought provoking course

    Ms Lisa Webb, Fairfield Park Lower School

Full Course Content

The background: How children learn to speak, read and write

  • the development of speaking - an innate skill
  • the development of writing - an additional construct to speaking
  • ‘SPaG by any other name…’ - the everyday context for Spelling, Punctuation and Grammar
  • the value of first-hand experience and exposure to a broad language base

The National Curriculum

  • why spelling, punctuation and grammar is so important
  • what the NC says about SPaG
  • a word about SPaG terminology
  • the SPaG test – what does it tell us?
  • what the children are expected to be able to do at each stage of their development
  • what teachers need to be able to do
  • the progression of learning and teaching from FS to Year 6:
    • spelling
    • grammar
    • punctuation
  • the links between these elements of literacy – developmental considerations
  • how to ensure continuity and progression within a differentiated curriculum

Teaching spelling

  • moving from FS to Year 6 – what changes and what stays the same across the age phases
  • building a useful structure into the teaching of phonics and spelling
  • phonics with older children
  • how to use phonics, etymology and morphology when teaching SPaG
  • how to use embedded phonics for improving spelling in every lesson
  • the etymological adventure – becoming ‘word archaeologists’
  • exploring morphology and etymology with children in every phase
  • the link between vocabulary and spelling
  • spelling games and activities and how to modify them for all ages and stages


Grammar – taking the language to pieces to see how it works

  • we all know grammar – we wouldn’t be able to speak if we didn’t!
  • ‘Under the microscope’ – encouraging children to realise what they already know
  • morphology - where grammar meets spelling
  • the EAL child – function words and content words
  • writing complex sentences – clauses, phrases and other ‘clever stuff’
  • grammar games and activities and how to modify them for all ages and stages


Punctuation as a tool to help you make yourself understood

  • the difference between spoken and written language
  • introducing the sentence
  • starting with speaking - helping children to punctuate their sentences by listening first
  • why punctuation doesn’t necessarily have to be hierarchical
  • punctuation games and activities and how to modify them for all ages and stages


What next for my school? An opportunity to:

  • discuss particular issues
  • share ideas
  • plan your next steps
  • develop an action plan that will feed into your SDP