What is the rationale behind the Scode spelling programme?
This scheme teaches the spelling requirements of the National Curriculum for Key Stage Two, by teaching children the advanced English phonics code.
The English language, originally a West Germanic language and influenced by European invaders makes spelling tough as there are endless codes for the 44 sounds that we speak.
Our central aim was to put the advanced phonics code into a highly structured, yet simple and engaging program.
As well as being a fascinating, gross, and hilarious spelling scheme, it has been written and developed to support children with specific spelling difficulties within the mainstream classroom. How dyslexic pupils learn best is at the forefront to this scheme.
In the development of this scheme we have embraced scientific evidence and research on ‘children’s memory, the way they learn and the impact of engagement of home and school links’.
As teachers we are continually frustrated by knowledge and information being gained one lesson only to be forgotten the next, this seems especially true in the case of spelling.
Children’s working memory can process only four different items at a time. Learning fails when the working memory is overloaded and cannot process all the information at once. In terms of spelling it is not long before the working memory is overloaded.
Memory is most efficient when information is organised and logical.
Examining sounds and codes, in a logically manner helps children’s brains to make sense of complex information.
Revisiting and recapping is imperative, if information is to be transferred into the long term memory. Children must be consistently provided with opportunities to review and revisit new learning if it is to be embedded into their long term memory.
Finally, homework is more effective if home/school links are strong.
With all this in mind with this scheme we;?
Present sounds and codes in a logical and structured manner.
Limit the number of curriculum words in one lesson to five.
Revisit prior learning at every opportunity.
Keep an on going log of words and codes to allow children to see patterns.
Recap learning at the end of every lesson.
Use etymology to help children see the logic and structure of the English language.
Include home work linked closely to classwork, with videos and hints and tips on the Parents' Pages tab on the website.
“Scode really is the Horrible Histories of Spelling! I’ve never seen children so engaged with spellings!”
How Scode works
Scode is organised into sounds with the codes for these sounds arranged from the most common to the rarest. The simplest to the most complex. The teaching of codes in this way means that the scheme can fill any gaps in children’s knowledge of the phonics code, allowing them to revisit and revise basic codes before moving on to the difficult requirements of the year 3/4 curriculum. The KS1 curriculum is naturally recapped and revisited.
This also means that the scheme is differentiated throughout. The teacher is in control of the codes children are exposed to. Thus allowing for extra teaching or intervention, if needed, to ensure one code is cracked before moving onto the next.
The words that children need to master as part of The National Curriculum have been integrated into the sounds. Children are taught the spellings of these words by examining their codes. Teaching curriculum words in this way means that all words will be explicitly taught more than once. For example, the curriculum word bicycle is explicitly taught four times, as each sound and code is explored. Exposure to the same word through exploring its different codes creates the opportunity for revision and practice.
All other aspects of the spelling curriculum including; suffixes, prefixes, homophones, near homophones, contractions, have also been integrated into the sounds. For example, the suffix ous is taught through the sound /s/ and revisited in /ou/.
Click the image to enlarge
The activities have been designed to support children’s comprehension, not just spelling of words.
The Power of Practising
As teachers for many years, we appreciate the power of practising, especially when it comes to spelling. This scheme continually revisits prior learning and consistently provides opportunities for children to practise words and spelling rules already taught. We know few children get it and remember it the first time round.
Scode actively encourages a growth mindset in children. We acknowledge that spelling is complicated and difficult but we encourage children to embrace this challenge. We do this through quotes and reminders that emphasise that both practising and making effort are the path to mastery.
The Scode Teachers’ Guide clearly lays out the scheme week by week, lesson by lesson. The guide highlights how the lessons link directly to the National Curriculum, the curriculum words being explicitly taught using tasks, activities and etymology. Every lesson is accompanied by a page in the workbook and a PDF presentation.
When you introduce Scode to your school, you can direct parents to the website where they will find videos explaining phonics, Scode homework tasks and how they can support their child with spelling at home. Included as part of the scheme is a parent pack made up of generic emails and certificates for Scoder of the Week. Teachers can send these home quickly and easily to harness parents and children’s engagement.
SCODE is carefully planned so that it links to the curriculum to ensure spellings are repeatedly revisited – rather than a one hit wonder spelling list where they learn the spellings one week and then forgotten them the next!!
Assessment can take many different forms. We have tried to include different ways for the children to be assessed. The workbooks and tasks include peer assessment. Children can support and guide each other in the paired activities and give constructive feedback. The class teacher can mark the workbooks as they see fit, either each session with verbal feedback or after a longer period to gauge how the child or class is progressing. Alongside this, towards the end of each unit, there are two or three Have you cracked the code? activities. Here, the children need to apply what they have learnt to the tasks. Teachers can use these as assessments alongside the spelling tests.
Before each unit of work there will be a baseline spelling test to test the children’s prior knowledge of the target sound and its codes. Therefore, before the Scode spelling lessons can commence, time will need to be set aside for the spelling test to be administered. The teacher can then add the results to the assessment class tracker. The same format for the spelling test will again be used at the end of each unit, giving the class teacher a clear measure of progress. The same sounds and codes have been included in the baseline spelling test as in the end of unit test, in the same order. For example, baseline /ul/ spelling test question 1 is possible, the end of unit test question 1 is bicycle, the same code but a different word. Therefore, you can clearly see whether they have made progress with that particular code.
As well as including the class tracking sheet in the Teachers’ Guide you will receive an electronic version which will allow you to track class data and individual data.
Take a look at the video below to find out more.
SCODE is a fantastic resource which incorporates all the elements of successful and engaging learning.
How does Scode Spelling meet the
requirements of the Ofsted framework 2019?
|The aims of the framework||How Scode Spelling delivers these aims|
|Teachers have good knowledge of the subject and courses they teach.||Scode provides teachers with online training and ongoing support to ensure the scheme is implemented successfully in the classroom. The Teachers’ Guide ensures teachers are guided through the process of planning, teaching and assessing.|
|Teachers present subject matter clearly, promoting appropriate discussion about the subject matter they are teaching.||The teaching aids (presentations and videos included with the scheme) ensure subject matter as well as discussions around vocabulary and etymology is of a high quality.|
|Teachers check learners’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback.||Through daily recaps and the ‘Power of Practising’ teachers will be able to address misconceptions accurately.|
|Teachers and leaders use assessment well, and leaders do not use it in a way that creates unnecessary burdens for staff or learners.||Scode assessment trackers can be used in a way that is effortless for teachers and leaders to firstly, use and secondly, to see pupil progress. From this misconceptions and gaps can then be planned for.|
|Teachers create an environment that allows the learner to focus on learning.||Through the engaging videos, teaching aids, humorous illustrations, varied tasks and games Scode ensures the teachers’ spelling lessons focus the pupils attention on learning.|
|Resources and materials do not create unnecessary workload for staff.||High quality resources make Scode a ‘pick up and go’ scheme. From pupil workbooks, online assessment, lesson plans, online teaching videos and presentations make this scheme workload free!|
|Resources and materials reflect ambitious intentions for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning.||Scode teaches the spelling requirements of the National Curriculum for KS2. The scheme builds on children’s existing phonics knowledge by introducing them to more complex sounds and codes. Through the ‘Power of Practising’ and daily re-caps the children build on their knowledge as the scheme progresses.|
“SCODE has a clear pre and post assessment and the children have loved the presentation of the lessons due to the gruesome nature and interesting etymology facts.”
Find below a selection of our teaching videos.
A selection of videos explaining spellings coded /er/
A selection of videos explaining spellings coded /i/
A selection of videos explaining spellings coded /ul/
“The pupils and the teachers are excited by spelling lessons!”
Pricing & Packages
Prices for schools…
covering two thirds of the NC for Yr 3 & 4.
- 1 Teachers’ Guide including long term plan, half termly overview and daily planning,
- Originally illustrated work books (Class pack of 30)
- Daily teaching aid presentations,
- Online videos to introduce sounds and codes,
- Homework/Intervention printable pdfs,
- Baseline and End of unit tests to track pupil progress,
- Editable excel and word summative assessment tracker,
- Editable observation sheet for ongoing formative assessment,
- Letter to parents to introduce the scheme,
- Email pack for teacher/parent correspondence,
- A printable display pack for the creation of a working wall,
- A virtual ‘Introduction to Scode’ with question and answer session.