Hanbury’s Farm Community Primary School
Long Term Overview of Teaching Phonics & Spelling
Early Years Foundation Stage – Letters and sounds
Year
Nursery
Phase 1
to 2
Autumn
Daily small group
differentiated Phase 1
activities lead by a member of
staff.
Focus on environmental
sounds, rhythm and rhyme,
alliteration, body percussion,
instrumental sounds and voice
sounds.
This phase is embedded
throughout the year.
Phase 1 skills are taught and
revisited as necessary.
Reception
Phase 1
to 4
Daily teaching of Phase 2
phonemes, reinforcing using
RWI Speed Sound Cards. The
teaching of grapheme is
taught alongside the phoneme
and children practise forming
the grapheme in a range of
ways, including sat at tables.
Focus on reading and spelling
CVC words along with
guided reading and writing.
Teach reading and spelling –
high frequency and tricky
words.
Key Stage 1 – Letters and Sounds
Spring
Continuation of Phase 1,
specific focus on oral
segmenting and blending,
while other aspects are still
addressed.
Introduction of Phase 2
sounds following letters and
sounds program. Resources
include use of RWI Speed
Sound Cards and Phonics Bug
videos.
Phonics is taught in a multisensory way appropriate to
cohort.
Consolidation of Phase 2.
Introduction of Phase 3 - ai
ee igh oa oo ar or ur ow
oi ear air ure er using
Supplementary teaching
through use of phonics bug
units and reinforcing using
RWi Speed Sound Cards.
Focus on reading and spelling
CVC words along with
guided reading and writing.
Teach reading and spelling –
high frequency and tricky
words.
Summer
Continue introducing Phase 2
sounds and applying them in
reading and spelling.
Challenging HA children to
read simple Phase 2 captions
and write at least initial
sounds in words.
Consolidation of Phase 2 as
appropriate and Phase 3.
Introduction of Phase 4.
Working on: Segmenting
adjacent consonants in words
and apply this in spelling.
Working on: Blending
adjacent consonants in words
and applying this skill when
reading unfamiliar texts.
More able children may move
onto Phase 5 during this term.
Teach reading and spelling –
high frequency and tricky
words.
Year
Year 1
Autumn
Consolidation of Phase 2 to
4 up to : ai ee igh oa oo
ar or ur ow oi ear air ure
er
Phase 4
to 5
Focus upon Phase 5:
teaching new graphemes for
reading, reading and
spelling words with
adjacent consonants, words
with newly learned
graphemes and polysyllabic
words.
Teach reading and spelling
– high frequency and tricky
words.
Spring
Continuation of Phase 5 and
consolidation of graphemes
for reading.
Practise recognition and
recall of graphemes and
different pronunciation of
graphemes as they are
learned.
Working on: Reading
phonically decodable twosyllable and three-syllable
words.
Working on: Spelling
complex words using
phonically plausible attempts.
Teach reading and spelling –
high frequency and tricky
words.
Summer
Consolidation and application of
up to Phase 5
Teach reading and spelling – high
frequency and tricky words.
Introduction of Phase 6, as
appropriate for cohort.
Year
Year
2
Phase
6 and
Y2
NC
Autumn
Phase 6 - Working on:
Recognising phonic
irregularities and becoming
more secure with less
common graphemephoneme correspondences
Spring
The l sound spelt –le at the end of words
The ‘l’ sound spelt –el at the end of words
The ‘l’ sound spelt –al at the end of words
Words ending –il
Working on: Applying
phonic skills and knowledge
to recognise and spell an
increasing number of
complex words.
The ‘j sound spelt as ge and
dge at the end of words, and
sometimes spelt as g
elsewhere in words before
e, i and y
The s sound spelt c before e,
i and y
Summer
The ‘er’ sound spelt or
after w
There are not many of
these words.
The ‘or’ sound spelt ar
after w
The ‘igh’ sound spelt –y at the end of
words
Adding –es to nouns and verbs ending in –
y
Adding –ed, –ing, –er and –est to a root
word ending in –y with a consonant before
it.
Adding the endings –ing, –ed, –er, –est
and –y to words ending in –e with a
consonant before it
There are not many of
these words.
The ‘z’ sound spelt s television,
Contractions
- In contractions,
the apostrophe
shows where a
letter or letters
would be if the
words were
written in full
- The possessive
apostrophe
(singular nouns)
- Words ending in –
tion
Adding –ing, –ed, –er, –est and –y to
words of one syllable ending in a single
consonant letter after a single vowel letter
- The ‘or’ sound spelt a before l and ll
The ‘r’ sound spelt wr at the
- The ‘u’ sound spelt o
beginning of words
- The ‘ee’ sound spelt –ey
- The ‘o’ sound spelt a after w and
qu
- a is the most common spelling for
the ‘o’ (‘hot’) sound after w and
qu.
- want, watch,
Homophones and near-homophones
It is important to know the difference in meaning between homophones.
there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee,
blue/blew, night/knight
The n sound spelt kn and
(less often) gn at the
beginning of words
Common exception words
Some words are exceptions in some
accents but not in others – e.g. past,
last, fast, path and bath are not
exceptions in accents where the a in
these words is pronounced /æ/, as in
cat.
Great, break and steak are the only
common words where the /eɪ/ sound is
spelt ea.
door, floor, poor, because, find, kind, mind, behind, child,
children*, wild, climb, most, only, both, old, cold, gold, hold,
told, every, everybody, even, great, break, steak, pretty,
beautiful, after, fast, last, past, father, class, grass, pass, plant,
path, bath, hour, move, prove, improve, sure, sugar, eye, could,
should, would, who, whole, any, many, clothes, busy, people,
water, again, half, money, Mr, Mrs, parents, Christmas – and/or
others according to programme used.
Key Stage 2 – Spelling from the new national curriculum
Year
Autumn
Spring
Summer
3
4
-
-
-
5
-
Revision of Year 2 ,
paying special attention
to rules for adding
suffixes
-
Revision of Year 3
Words with endings
sounding like ‘sure’
and ‘ture’
Endings which sound
like ‘sion’
Suffix ‘ous’
Adding suffixes
beginning with vowel
letters with words with
more than one syllable.
The i sound spelt y
elsewhere than at the
end of words.
The sound spelt ou
More prefixes
Suffixes: - ation, -ly
Revision of Year 4
objectives.
-
-
-
-
Revision of Year 5
Use of a hyphen
Words with the ‘i’
sound spelt ‘ei’ after
‘c’
Revision of Previous Term
Endings which sound like ‘ion’ and ‘cian’
Words with the k sound spelt ‘ch’
Words with the ‘sh’ sound spelt ‘ch’
Words ending with ‘gue’ sound and the k sound spelt
‘que’
Words with the s sound spelt ‘se’
Words with the ai sound spelt ‘ei’, ‘eigh’ or ‘ey’
Possessive apostrophe with plural words
Homophones and near homophones.
Move towards Year 5 as appropriate to cohort.
Endings which sound like – cious, - tious
Endings which sound like – cial. –tial
Words ending in –ant, -ance, -ancy, -ent, -ence, - ency
Words ending in words ending in –able, -ible, -ably, ibly
Adding suffices beginning with vowel letters to words ending in
–fur
-
6
Adding suffixes beginning with vowel letters with words
with more than one syllable.
The i sound spelt y elsewhere than at the end of words.
The sound spelt ou
More prefixes
Suffixes: - ation, -ly
-
Revision of Autumn
Term
Words containing the
letter string ‘ough’
Words with silent
letters
Homophones and other
words that are often
confused
-
Revision of Spring
Term
Homophones and other
words that are often
confused