Homophones
Distinguish and correctly spell common homophones and near-homophones encountered at Y3-4 level (e.g., accept/except, affect/effect, brake/break, grate/great), including using the /eɪ/ sound spelt ei, eigh, or ey
How to tell they’ve got it
Tick these off as you see them — no test required.
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Try this together
When your child writes, do they use the right spelling for words that sound the same but mean different things — like "brake" (on a bike) and "break" (snap something)?
Where this sits on the map
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solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
recognise and know how to write most high-frequency words including some homophones
use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.