Apply knowledge of spelling to a wide range of common words and special- interest vocabulary
(i) Develop knowledge of personalised special-interest vocabulary.
(ii) Develop range of lexis and collocations for contexts needed in various aspects of learners' lives
(iii) Develop awareness of the complexity of the sound-symbol relationship in English spelling, e.g. words with silent letters knife, lamb
(iv) Understand that some words are spelt the same but said differently (homograph), e.g. read (present) read (past)
(v) Understand that some words sound the same but are spelt differently (homophones), e.g. red, read
(vi) Develop knowledge of common spelling patterns, e.g. walk, talk, could, would, silent e and, where appropriate to the learner, develop knowledge of rules that may help them analyse regularities
(vii) Understand how word families are built up through addition of prefixes and suffixes, e.g. suffixes for adjectives and adverbs (-er, -est, -ful/ly), and for nouns (-ment, -ability, -ness, -er); prefixes: un-, dis-, re-, ir-