Spelling, Punctuation and Grammar (SPaG): KS3 English Guide

SPaG stands for Spelling, Punctuation and Grammar. It refers to the technical accuracy of written English and is assessed across all subjects at KS3 — not just in English lessons. Strong SPaG makes writing clearer, more persuasive and more professional. It is explicitly tested in Year 7, Year 8 and Year 9 and carries marks in GCSE assessments.

Why does SPaG matter?

SPaG marks are awarded in most written assessments at KS3, and they carry significant weight at GCSE — up to 20% of marks in some English Language papers. More importantly, poor punctuation and grammar can change the meaning of a sentence entirely. Beyond exams, accurate written English is valued in every professional context. The Department for Education's English Programmes of Study for Key Stage 3 explicitly require pupils to use the range of punctuation taught at Key Stage 2 correctly, and to extend their use of punctuation, including parenthesis, hyphens and colon.

Grammar: key terms and concepts

Word classes

Understanding word classes allows you to describe and analyse language deliberately.

Word class | Definition | Example
Noun | Names a person, place, thing or idea | teacher, London, freedom
Verb | Expresses an action or state | run, believe, was
Adjective | Describes a noun | fierce, golden, tiny
Adverb | Modifies a verb, adjective or other adverb | quickly, very, surprisingly
Pronoun | Replaces a noun | she, it, they, himself
Preposition | Shows relationship in space/time | under, during, beside
Conjunction | Joins clauses or words | but, although, because
Determiner | Signals/specifies a noun | the, a, some, this

Sentences and clauses

A sentence must contain a subject (who/what the sentence is about) and a finite verb (the main action).

Main clause — can stand alone as a sentence: The rain fell heavily.

Subordinate clause — depends on the main clause; cannot stand alone: Although the rain fell heavily (needs the rest of the sentence).

Co-ordinating conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So) — joins two main clauses of equal weight: It rained, but we kept walking.

Subordinating conjunction (because, although, while, when, if, since) — introduces a subordinate clause.

Tenses

At KS3 you are expected to maintain consistent tense throughout a piece of writing. Common errors include switching between past and present tense mid-paragraph.

Simple past: She walked to school.

Simple present: She walks to school.

Past progressive: She was walking to school (action in progress).

Present perfect: She has walked to school (links past to present).

In creative writing, past tense is the most common choice. In literary analysis essays, use the literary present tense (the author "writes", "suggests", "presents").

Punctuation: what it is and when to use it

Full stops, question marks and exclamation marks

Full stop (.) — ends a statement: The experiment failed.

Question mark (?) — ends a direct question: Why did the experiment fail?

Exclamation mark (!) — ends an exclamatory sentence; use sparingly in formal writing; powerful in creative writing when used with restraint.

Commas

Commas (,) are the most frequently misused punctuation mark at KS3. Key uses:

Separating items in a list: She packed a torch, a map, a compass, and a first aid kit.

After a fronted adverbial: Reluctantly, she agreed. — The phrase or clause before the main clause needs a comma.

Before a co-ordinating conjunction joining two main clauses: It was late, but they pressed on.

Around embedded (non-defining) relative clauses: The teacher, who had taught there for twenty years, retired quietly.

Common error: the comma splice — joining two main clauses with only a comma: "The door opened, someone came in." Fix with a full stop, a semicolon, or a conjunction.

Semicolons

A semicolon (;) joins two closely related main clauses without a conjunction:

The first chapter was disappointing; the second was extraordinary.

Both clauses must be able to stand alone as sentences. Correct semicolon use at KS3 is an indicator of sophistication and is rewarded by examiners.

Colons

A colon (:) introduces a list, a quotation, or an explanation or example:

List: She needed three things: courage, patience, and luck.

Explanation: There was only one problem: the key was missing.

Quotation: Dickens begins famously: "It was the best of times, it was the worst of times."

Apostrophes

Two uses only:

Contraction — marks a missing letter: it's (it is), don't (do not), they're (they are).

Possession — marks belonging:

Singular noun: the girl's bag, the teacher's desk

Plural noun ending in -s: the teachers' staffroom (apostrophe after the s)

Irregular plural: the children's playground (apostrophe before the s)

Common error: confusing its (possessive, no apostrophe) with it's (it is). "The dog wagged its tail." "It's raining."

Parenthesis (brackets, dashes, commas)

Parenthesis adds additional, non-essential information inside a sentence. It can be marked with:

Round brackets: The result (after three attempts) was correct.

Dashes: The result — after three attempts — was correct.

Commas: The result, after three attempts, was correct.

All three methods are acceptable; dashes create the most dramatic effect; brackets suggest a quieter aside.

Spelling: key rules and common errors

ie / ei rule

"i before e except after c" — when the sound is "ee":

i before e: believe, retrieve, achieve, piece

e before i after c: receive, perceive, ceiling, conceit

Exceptions (worth memorising): weird, seize, either, neither, leisure, protein.

Adding suffixes to words ending in -e

Drop the final -e when the suffix starts with a vowel:

make → making (not makeing)

hope → hoping

Keep the final -e when the suffix starts with a consonant:

hope → hopeful

care → careful

Exception: argue → argument (drops the e even though suffix starts with a consonant).

Commonly misspelled words at KS3

Incorrect | Correct
definately | definitely
seperate | separate
occured | occurred
beleive | believe
recieve | receive
accomodation | accommodation
neccessary | necessary
enviroment | environment

BBC Bitesize KS3 English covers grammar terms, sentence types, punctuation marks and key spelling rules as essential content for Key Stage 3 students preparing for assessments.

A worked example: improving a passage for SPaG

Original (contains errors):

"Jacks idea was, to sneak out after dark. Him and Mia had'nt thought about how they would get back. The window's in the hall were all locked but, there was another way in."

Corrected version:

"Jack's idea was to sneak out after dark. He and Mia hadn't thought about how they would get back. The windows in the hall were all locked, but there was another way in."

Errors corrected:

Jacks → Jack's (missing possessive apostrophe)

Comma after was (unnecessary, breaks the flow of the main clause)

Him and Mia → He and Mia (pronoun must be subject form — "he", not "him")

had'nt → hadn't (apostrophe in wrong position)

window's → windows (apostrophe used incorrectly for a simple plural)

Comma moved to correct position before the co-ordinating conjunction but

Frequently asked questions

What is a subordinate clause?

A subordinate clause is a group of words that contains a subject and a verb but cannot stand alone as a complete sentence — it depends on a main clause to make full sense. Subordinate clauses usually begin with a subordinating conjunction such as because, although, when, if, since, or while. For example: Although it was raining is a subordinate clause — it makes us want to know what happened despite the rain. Adding a main clause completes the sentence: Although it was raining, they set off at dawn.

What is the difference between "their", "there" and "they're"?

These three words sound the same (homophones) but have different meanings. Their is a possessive pronoun meaning "belonging to them": They left their bags. There refers to a place or introduces a sentence: The keys are over there. or There is a problem. They're is a contraction of "they are": They're coming at noon. A simple test: if you can replace the word with "they are", use they're.

When should I use a semicolon instead of a comma?

Use a semicolon — not a comma — to join two main clauses without a conjunction. Both halves of the sentence must be able to stand alone. For example: The essay was well argued; the conclusion was particularly strong. Using a comma here would be a comma splice (a common error). Use a comma when separating items in a list, after a fronted adverbial, or around a subordinate clause embedded in the middle of a sentence.

How can I improve my spelling quickly?

The most effective methods are: (1) Keep a personal spelling log — every time a word is marked wrong, write it out correctly three times and note the rule it breaks. (2) Learn word families — if you know "necessary" comes from the Latin necesse, knowing that one c + double s helps. (3) Use mnemonics — for example: because = Big Elephants Can Always Understand Small Elephants. (4) Read frequently — encountering correctly spelled words repeatedly builds visual memory. (5) Practise with past KS3 SPaG papers.

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