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SATs test vocabulary in three papers. All three reward years of depth.

The SPaG paper tests spelling and word usage directly. The reading paper assumes broad vocabulary for comprehension. The writing assessment rewards precise, varied word choice. Year 6 revision covers technique. But the vocabulary itself needs to have been built over Years 2–5.

Paper 1: SPaG — Spelling

The SATs spelling paper presents 20 words in sentence context. The child hears the sentence read aloud with the target word, then writes the correct spelling. These are drawn from the Year 3/4 and Year 5/6 statutory word lists — words like “accommodate”, “conscience”, “privilege”, “prejudice.” A child who has been practising these words since Year 3 writes them automatically. A child encountering them in Year 6 revision is trying to memorise 200 spellings in a few months alongside everything else.

20 marks for spelling. 20 words your child either knows or doesn’t. There’s no technique that helps here — only the vocabulary foundation built over years.

Paper 2: Reading — Comprehension

The reading paper uses passages with deliberately advanced vocabulary. Questions ask children to infer meaning, explain word choice, and summarise content — all of which require understanding the words in the passage. A child with strong vocabulary reads the passage once and answers the questions. A child with gaps re-reads repeatedly, guesses at unfamiliar words, and runs out of time. The reading paper doesn’t test reading speed. It tests understanding. And understanding depends on vocabulary.

Extended writing — Vocabulary as a marker indicator

Teacher-assessed writing uses vocabulary as a key indicator for working at “greater depth.” The difference between “expected standard” and “greater depth” is largely vocabulary: precise word choice, varied sentence openers, ambitious synonyms. A child who writes “the enormous, ancient castle loomed ominously” demonstrates greater depth. A child who writes “the big old castle was scary” demonstrates expected standard. Both are correct. One shows vocabulary depth.

The Year 6 revision trap

Most SATs revision starts in January of Year 6. Revision books, practice papers, booster classes — all focused on technique and test familiarity. This works well for maths (learn the method, apply it). It works less well for vocabulary. You can’t “revise” a word you’ve never learned. You can’t use a synonym you’ve never practised. You can’t spell “accommodate” correctly just because you’ve seen it in a revision list. Vocabulary revision in Year 6 is damage limitation. Vocabulary foundations from Year 2 are genuine preparation.

SATs SPaG spelling example

The teacher reads: "The scientist made an important DISCOVERY." The child must write: discovery. Then: "It was NECESSARY to leave early." The child must write: necessary.

✓ With vocabulary foundations (started Year 2)

Child A learned “necessary” in Year 4. Practised the spelling pattern (“one collar, two sleeves” — one c, two s’s). Has written it correctly dozens of times across two years. Writes it automatically. Moves on. 1 mark gained in 5 seconds.

✕ Without foundations (started Year 5)

Child B saw “necessary” in a Year 6 revision list. Knows it’s tricky. Is it “neccesary”? “necessery”? “neccessary”? Writes something, isn’t sure. 1 mark probably lost. Multiply by 20 words.

What you can do now

Start statutory word list practice NOW, not in Year 6 — there are 200+ words across Years 3–6

Spelling is worth 20 marks in SATs — it’s the easiest section to prepare for IF you start early

Reading comprehension improves when vocabulary improves — focus on words, not reading speed

For writing at “greater depth”, your child needs ambitious vocabulary they can use naturally — this comes from synonym practice, not word lists

Free spelling practice on Prac2XL covers all statutory words with adaptive difficulty and audio — start with that

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Four dimensions of every word. 1,350+ curriculum words. Synonyms, antonyms, words in sentences. The full vocabulary foundation.

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