At Thornhill Phonics is taught in small groups according to ability for
15-20 minutes every day.
Each session follows the ‘Revisit/review, Teach, Practice, Apply’
format and active participation by all children is expected.
Phonics sessions are led by the teacher and senior teaching assistant
in class 1 and involve all children in Reception, Year 1 and Year 2.
KS2 children can also be included if necessary.
Each session involves an element of blending and segmenting either
to reinforce previously taught sounds or to practice new sounds.
Non-decodable or ‘Tricky Words’ and spelling rules are taught
alongside this.
A range of activities and games are used and we have a bank of
resources to provide variety and which appeal to children with
different learning styles.
Progress in phonics is monitored by staff and tracked half termly by
the class teacher.
Thornhill Primary Phonics scheme of work
This scheme of work is fully compliant with Curriculum 2014
requirements.
EYFS-Reception
In Reception the pupils use the letters and sounds programme (DFES
2007).
Phase 1- will be revised during the first few weeks on entry to school,
depending on the needs of the pupils in each cohort.
Phase 2- will begin when the majority of children in the cohort are
ready. This is usually around October half term.
Letters taught:
s
g
h
a
o
b
t
c
f
p
k
ff
i
ck
l
n
e
ll
m
u
ss
d
r
Phase 3- will be taught in the spring and summer terms.
Letters taught
j
v
w
x
y
Consonant digraphs taught
ch
sh
Vowel diagraphs taught
ai
ee
igh
ur
ow
oi
z
zz
th
oa
ear
qu
ng
oo
air
ar
er
or
Phase 4- usually the second half of the summer term.
Final adjacent consonants taught
st
sk
sp
mp
nk
nd
nt
lt
ft
ct
pt
xt
lp
nch
ld
lth
lf
nth
lk
Initial adjacent consonants taught
sp
st
sc
sk
sl
sm
pl
fl
bl
cr
tr
pr
dw
tw
scr
spr
str
shr
sn
dr
thr
sw
br
spl
cl
gr
squ
gl
fr
Year 1
At the beginning of the year, the following statutory requirements
will be revised from Reception:
 All letters of the alphabet and the sounds which they
commonly represent.
 Consonant diagraphs and the sounds which they represent.
 Vowel diagraphs and the sounds which they represent.
 Segmenting spoken words into sounds before choosing
graphemes to represent the sounds.
 Adjacent consonants.
 Guidance and rules which have been taught.
The following programme will be taught:
Rule
Double letters – ff,ll,ss,zz
Using ck
Putting n before k
The tch sound
Putting ve at the end of words
Division of words into syllables
Example words
Off, well, miss buzz
back
Bank, think
Catch, kitchen
Give, have
Pocket, thunder, sunset
Adding s and es to plurals of
nouns
Adding s and es to the third
person singular of verbs
Adding ing to verbs where no
change is needed to the root
word
Adding ed to verbs where no
change is needed to the root
word
Adding er to verbs where no
change is needed to the root
word
Words using ay
Words using oy
Words using a-e
Words using e-e
Words using i-e
Words using o-e
Words using u-e
Words using ea (ee)
Words using ea (e)
Words with er (stressed)
Words with er (unstressed)
Words with ir
Words with short oo
Words with oe (o)
Words with ou (ow)
Words with ow (o)
Words with ue (oo)
Words with ew (oo)
Words with ie (i)
Words with ie (e)
Words with ore
Words with aw (or)
Cats, dogs, watches
Spends, thanks, catches
Hunting, jumping, buzzing
Hunted, jumped, buzzed
Hunter, keeper
Play, say
Boy, enjoy
Made, cake
These, complete
Five, ride
Home, rope
June, tube
Sea, dream
Head, meant
Term, herb
Better, summer
Girl, shirt
Book, good
Toes, goes
About, mouth
Snow, blow
Blue, true
New, flew
Tie, cried
Chief, thief
More, score
Saw, yawn
Words with au (or)
Words with ear (air)
Words with are (air)
Y at the end of words
Ph words- f sound
Silent h – wh words
Using k before e, i, y
Adding the prefix un
Compound words
Adding er to adjectives where
there is no change to the root
word
Adding est to adjectives where
there is no change to the root
word
Common exception words
Dinosaur, Paul
Bear, pear
Dare, share
Happy, very
Elephant, phonics
When, wheel
Sketch, kit, risky
Unhappy, unlock
Football, bedroom
Fresher, quicker
Grandest, quickest
Said, have, so, do, some, come,
were, there, little, one, has,
what, today, says, by, your,
here, where, love, once, friend,
our, school, house, don’t, old,
I’m, oh, their, people, looked,
called, asked, could
Year 2
During Year 2 as new GPCs are introduced, many previously taught
GPCs from Year 1 can be revised.
The following programme will be taught:
Rule
Using dge (j)
Using ge (j)
Using g (j)
Using c to make an s sound
Silent k, using kn
Example words
Bridge, fudge
Change, village
Gem, magic
City, race
Knee, knock
Silent g, using gn
Silent w, using wr
Using le at the end of words
Using el at the end of words
Using al at the end of words
Using il at the end of words
Using y at the end of words (i)
al words making or sound
Words with all
O words making u sound
Words with ey
Putting a after w (o sound)
Putting a after qu ( o sound)
Putting o after w (ur sound)
Putting a after w (or sound)
Gnaw, gnome
Write, wrap
Table, apple
Camel, towel
Metal, animal
Pencil, fossil
Cry, reply
Talk, walk
Ball, tall
Other, monday
Key, chimney
Want, watch
Squash, quantity
Work, worm
Warm, towards
Using s to sound zh
contractions
Possessive apostrophe for single
nouns
Using tion at the end of words
Adding es to nouns and verbs
ending in y
Adding ed to a root word ending
in y with a consonant before it
Adding ing to a root word ending
in y with a consonant before it
Adding er to a root word ending
in y with a consonant before it
Adding est to a root word ending
in y with a consonant before it
Adding the ending ing to words
ending in e, with a consonant
before it
Treasure, television
Can’t, it’s, I’ll
Paul’s, the girl’s
Station, fiction
Babies, flies
Copied, cried
Copying, crying, skiing, taxiing
Copier, happier
Happiest, funniest
Hiking, writing
Adding the ending ed to words
ending in e, with a consonant
before it
Adding the ending er to words
ending in e, with a consonant
before it
Adding the ending est to words
ending in e, with a consonant
before it
Adding the ending y to words
ending in e, with a consonant
before it
Adding ing to words of 1 syllable
ending in a single consonant
letter after a vowel letter
Adding ed to words of 1 syllable,
ending in a single consonant
letter after a single vowel letter
Adding er to words of 1 syllable
ending in a single consonant
letter after a single vowel letter
Adding est to words of 1 syllable
ending in a single consonant
letter after a single vowel letter
Adding y to words of 1 syllable
ending in a single consonant
letter after a single vowel letter
Using the ment suffix
Using the ness suffix
Using the ful suffix
Using the less suffix
Using the ly suffix
homophones
Hiked, lived
Hiker, nicer
Nicest, latest
Shiny, smoky
Humming, dropping (mixing)
Hummed, dropped (mixed)
Sadder, runner (boxer)
Saddest, fattest
Runny, fatty
Enjoyment, payment, merriment
Sadness, sharpness, happiness
Playful, careful, plentiful
Hopeless, thoughtless, penniless
Badly, quickly, happily
There/ their/they’re see/sea
Here/hear, one/won, bare/bear,
Pair/pear, sun/son, red/read,
Near homophones
Common exception words
To/too/two, sum/some,
Be/bee, blue/blew, night/knight,
Right/write
Quite/ quiet
Door, floor, poor, because, find,
kind, mind, behind, child,
children, wild, climb, most, only,
both, cold, gold, hold, told,
every, everybody, even, great,
break, steak, pretty, beautiful,
father, hour, move, prove,
improve, sure, sugar, eye,
should, would, who, whole, any,
many, clothes, busy, water,
again, half, please, money, Mr,
Mrs, parents, Christmas