Miss McKenzie’s classes spellings


1. Responsible

2. Collision

3. Possession

4. Repetition

5. Illegible

6. Unrealistic

7. Government

8. Altogether

9.  Inaccurate

10. Audience



1. Restaurant

2. Referred

3. Judgement

4. Occurrence

5.  Manoeuvre

6.  Success

7.  Equipment

8.  Noticeable

9.  Twelfth

10. Embarrass



1. Onomatopoeia

2. Acceptable

3. Sincerely

4. Occasionally

5. Development

6. Possession

7. Environment

8. Receive

9. Skilful

10. Minature


Receive up to £750 to fund your idea to get young people reading – Year 8-11


Please go to the link.  The idea is to come up with ideas to get young people reading.

If you’re bored over half term, then perhaps it would be a good thing to keep you busy.

Mrs P

Miss McKenzie’s Classes – Spellings

1. eventually
2. responsible
3. merciless
4. oppression
5. circumstance
6. cooperation
7. approval
8. transparent
9. dreary
10. journey
1. occurrence
2. official
3. parallel
4. parliament
5. hierarchy
6. ignorance
7. immediate
8. accidentally
9. accommodate
10. lightning
1. acceptable
2. accommodation
3. necessary
4. occasionally
5. parliament
6. parallel
7. analysis
8. argument
9. surprise
10. believe

Year 9 Week 4: Possessive apostrophes and Its and It’s

Year 9 Week 4: Possessive apostrophes and Its and It’s

Revise this information about possessive apostrophes and its and it’s from Year 8:

We add an apostrophe and ‘s’ to show that something belongs to someone e.g. Sarah’s pencil case or Margaret’s favourite chocolates.

If a word already ends in an ‘s’ you should still add an apostrophe but you do not need to add an ‘s’ e.g. Jesus’ disciples, Thomas’ book

If a word is plural and ends in an s, you would also use an apostrophe without an ‘s’ e.g. The cats’ food, the pupils’ bags

If a word is plural but doesn’t end in an ‘s’ e.g. women or men, then you add apostrophe ‘s’ as usual e.g. The women’s tennis final, the men’s toilets.

However, there is ONE exception to the normal possessive apostrophe rules.

If you are writing about something that belongs to an ‘it’, you would NOT put it’s. You would put its.

e.g. The fox is looking for its nest.

This is because it’s already exists! It is a contraction of it is. (or it has)

e.g. It’s freezing in here. (It is freezing in here.)

It’s learnt to fly. (It has)

We bend the rules so that we can tell the difference between these two words.

e.g. That dog has lost its bone. It’s searching everywhere.


Year 9 – Grammar HW – Punctuation Revision

Year 9 Week 3: Punctuation revision

Revise the following information from Year 7 and 8:

Brackets (they are also called parenthesis) go around extra information that you want to keep separate from the main sentence. If you take out the bit in between the brackets, the sentence should still make sense.

When we first travelled to Russia (in 2010), we didn’t have an interpreter.

The DVLA (Driver and Vehicle Licensing Agency) will provide you with your provisional drivers’ licence.

There is also an example in the first sentence on this sheet!

Two dashes can also add extra information:

The couriers – Dave Jones and Rachel Hobbs – drove the van into the car park at 10am.

A single dash can give you a dramatic pause:

England could not fail to win – until they played Iceland.

Hyphens look very similar to the dash but they are not the same. A hyphen is used to join words or parts of words together.

  1. a) They can be used to join a prefix to a root word where the root word begins with the same letter as the prefix ends with:

e.g.   co-own     re-enter

  1. b) They can also be used to join a prefix to a root word that would have a capital letter e.g.

pro-French                       post-Tudor                                         pre-Elizabethan

  1. c) You also need hyphens to link words together where the meaning might otherwise be unclear.

For instance,

  • A man eating squid.                               Would mean that a man was eating a squid!
  • A man-eating squid.                           Would be describing a squid that eats people!
  1. d) You would also use them to join words that rely on each other to make sense.

For instance,

  • A three-year-old child
  • A used-car salesman

Other examples:

  • vice-president
  • part-time
  • thirty-seven
  • middle-aged
  • mother-in-law
  • ex-girlfriend

Speech marks

We use speech marks for direct speech – what a person actually says.

e.g. John said, “I understand.”

We don’t use speech marks for reported speech – when you report indirectly what a person has said

e.g. Anna said that she would go with him.

Capital letter

When writing speech, the first word spoken always starts with a capital letter.

e.g. She said, “My hamster has run away.”

Punctuation before speech

If there are words before the speech (as in the example above), use a comma to introduce the speech – this should come before the speech marks.

e.g. She said, “My hamster has run away.”

Punctuation after speech   You must always have punctuation at the end of speech.

This could be:

A full stop if the sentence ends with the speech. e.g.

Peter said, “I would like to try.”

A comma if the sentence does not end with the speech e.g.

“That’s my bag,” he said.

A question mark if the speech ends in a question, even if the sentence continues. e.g.

“What’s it for?” he asked.

An explanation mark if there has been a strong feeling expressed, even if the sentence continues. e.g.

“It’s a goal!” she shouted.


Year 9, Week 2: Using relative pronouns

Year 9, Week 2: Using relative pronouns

Revise the following information from Year 7:

Use the relative pronoun ‘who’ when you are writing about people.

Use the relative pronouns ‘which’ or ‘that’ when you’re talking about animals or things.


You should use the relative pronoun ‘which,’ when introducing a subordinate clause e.g. The goal, which was in bad repair, fell down. Or I go into town on the no. 42 bus, which goes right past my house.


You should use the relative pronoun that when you are not introducing a subordinate clause but linking two sentences together :

e.g.                                                 I bought a watch. It was broken.

Becomes…….                             I bought a watch that was broken.


‘Who’ can also link two sentences together, if you’re talking about people:

Ronaldo is a footballer. He plays for Portugal.

Ronaldo is a footballer who plays for Portugal.


You can also use ‘who’ and ‘which’ to ask a question: Who is going to the cinema? Which platform do we need?


Year 9, Week 1: Colons and Semi-colons

Year 9, Week 1: Colons and Semi-colons

Revise the following information on semi-colons and colons from Year 7:

Colons can be used to join two sentences together when the second sentence explains something about the first sentence.

e.g. Several people have been sent to hospital: they have all received life-threatening injuries.

Jordan had to go home: he had been voted out.


You can think of the colon as replacing the connective because if that helps you.

Semi-colons can also join two sentences. They need to be two equally important sentences.


I play football; I also play rugby.                                                        (and)

I play football; my brother plays rugby.                                             (whereas)

The teacher was already talking; I ran into the classroom.               (so)

You can think of the semi-colon replacing the connective and, whereas and so if that helps you. Although a connective can be used in these examples, a semi-colon can make your writing more sophisticated and effective.

Capital letters after colons and semi-colons

In some forms of English, people use a capital letter after a colon or semi-colon and you may have seen this. You should only use a capital letter after a colon or a semi-colon if you would normally use a capital letter for it, even in the middle of a sentence e.g. a proper noun like ‘I’ or ‘David’.

Look at the two examples below:

I play football; I also play rugby.                    A capital letter would be needed anyway.

I play football; my brother plays rugby.         A capital letter is not needed.


Year 9, further uses of colons and semi-colons:

Colons are used to introduce an example, like in the sentence above.

Colons are also used to introduce lists.

e.g. To do list:

– buy groceries

– go into bank

Semi-colons can be used in lists where there are extra pieces of information that require commas. For instance, if you wanted to add extra information to the following simple list:

When I grow up, I want to visit Paris, Rome and Sydney.

Further commas would be confusing:

When I grow up, I want to visit Paris, France, Rome, Italy and Sydney, Australia. x

Or When I grow up, I want to visit Paris, which has the Eiffel tower, Rome, which has the Colosseum and Sydney, which has the Sydney Harbour bridge.                                   x

Instead, we use semi-colons to help separate the main items of the list.

When I grow up, I want to visit Paris, France; Rome, Italy; and Sydney, Australia.

When I grow up, I want to visit Paris, which has the Eiffel tower; Rome, which has the Colosseum; and Sydney, which has the Sydney Harbour bridge.

We actually put the semi-colon before the ‘and’ in these examples. This is to help clarify meaning. We do not usually put a semi-colon before and!