Spelling is a tool for writing.

The purpose of learning to spell is so that writing may become easier, more fluent, more expressive, and more easily read and understood by others
(Westwood, 1999)

At St Andrews Catholic College, English is central to the learning and development of all of our students and aligns with the Diocesan Learning Framework . Programming in English involves the consideration of the individual learning needs and styles of all students, and the creation of a suitable learning environment to assist students to achieve the standards outlined in The Australian Curriculum: English. The major purpose for learning to spell proficiently is to enable the writer to convey her / his meaning as clearly as possible and to enable the reader to read easily and understand what is written. Communication in the written form provides the purpose for spelling. (Department of Education
and Children's Services, 2011)

The teaching of spelling is an integral part of the English program at St Andrews Catholic College. The English program strives to develop inquiring and reflective learners who are: Quality producers Designers and creators Active investigators Effective communicators Leaders and collaborators Community contributors.

The teaching of spelling is a vital part of communication. Good spelling is a factor in effectively relaying information. It is important that students develop an interest in the English language and learn strategies to assist them to become independent spellers who are able to communicate effectively through writing in a variety of contexts. At St Andrews Catholic College: spelling is the ability to spell easily, which enables us to become more effective writers. The less energy and thought we have to put into thinking about spelling, the more thought we can put into what is said; spelling is only one aspect of effective writing. Historically, however, levels of literacy have often been measure by spelling ability; good spellers are self-monitoring and self-regulating; learning to spell is a process of working out the patterns and systems of the English language, then applying these understandings to new words as we have encountered them; learning to spell is not learning lists of words. It is a developmental process of learning to apply different strategies appropriately; spelling is a thinking process not a rote learning task; and, understanding spelling helps the writer to make better meaning when they write. They understand the link between word meaning and spelling.

We believe that the teaching of spelling requires: a classroom climate that values diverse thinking and promotes risk taking; explicit teaching of spelling strategies - sound, visual, meaning, connecting and checking; a scaffolded learning approach that activates the process of thinking about spelling through questioning and inquiry; ongoing monitoring and assessment that is integral and informs instructional decisions; carefully structured intervention programs; and, meaningful interaction

The nature of spelling has been influenced by technology especially mobile phones and social networking texts. We are frequently exposed to alternative spellings as we read and view advertisements, poetry, visual media and texts from other English speaking countries. Alternative spellings of some words have wider acceptance in Australia brought about the use of spell checkers in computer programs. Writers and editors make decisions about spelling forms based on the intended audience and the effect. Developing a classroom culture where spelling differences are explained and analysed will support students to notice alternative spellings, develop a critical approach to alternative spellings and negotiate which spellings are appropriate in a particular contexts. (Department of Education and Children's Services, 2011)