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• The quality of governance. Good governance is critical for sus- tainable development. 16 A growing body of evidence suggests that gender equality in rights and resources is associated with less corruption and better governance. Although the correlation between gender and corruption may reflect the exclusion of women from positions of power, and thus from the opportuni- ty to engage in corrupt practices, evidence from micro-level studies is consistent with the country-level correlation. For example, attitudinal data from 43 countries suggest that women tend to view corrupt practices more negatively than men do. Further studies are needed, but existing evidence suggests that gender equality may help to promote growth by improving governance. 17 The multiple. | The National Literacy Strategy Spelling bank Lists of words and activities for the KS2 spelling objectives Contents Introduction Page 3 Year 3 Term 1 objectives 4 Year 3 Term 2 objectives 8 Year 3 Term 3 objectives 16 Year 4 Term 1 objectives 21 Year 4 Term 2 objectives 28 Year 4 Term 3 objectives 31 Year 5 Term 1 objectives 40 Year 5 Term 2 objectives 45 Year 5 Term 3 objectives 52 Year 6 Term 1 objectives 58 Appendix 1 Spelling around the clock 60 Appendix 2 Teaching spelling conventions 61 Appendix 3 Examples of investigations 62 Appendix 4 Differentiation issues 70 Appendix 5 Whole-class consolidation activities 71 Appendix 6 Spellingjournals 76 Department for Education and Employment Sanctuary Buildings Great Smith Street London SW1P 3BT Crown copyright 1999 Extracts from this document may be reproduced for non-commercial educational or training purposes on condition that the source is acknowledged. 2 ISBN 0 19 312240 5 NATIONAL LITERACY STRATEGY Introduction This booklet contains lists of words and ideas to help in the teaching of the Key Stage 2 spelling objectives set out in the National Literacy Strategy Framework for Teaching. They are drawn from the Word Level strand predominantly from the section entitled Spelling Rules and Conventions but with a few from the Vocabulary Extension objectives. A page is devoted to each individual objective although there are obvious links between objectives particularly those covering prefixes suffixes roots and modified endings. To ensure a smooth incline in learning you will find it useful to look at examples from previous and later year groups to see how these strands develop. The word lists are not exhaustive they have been selected as the most common and appropriate words for the age group and the most useful for teaching. Families of words have been represented by a single word rather than listing every variation. Some objectives are revisited or more accurately approached from different angles. For example the .
