Year 2
Week
Autumn Term
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Teaching Focus
1
Revise blending and segmenting CVC words, using graphemes from Sets 1 – 7 (Phases 2 and 3, pp.85 – 91; p.48; p.74; p.100),
including consonant doubles (ll, ss, ff, zz, ck); practise and revise reading and spelling high frequency words (decodable and
‘tricky’) from Phase 2 (pp.64-65; p.194); apply to reading and writing captions and sentences using these HFW and CVC words
(pp. 95 – 98; pp.100 – 101).
2-3
Revise remaining 18 graphemes from Phase 3 (p.74, pp.81 - 84). Practise blending and segmenting for reading and spelling
words with these graphemes, including CVC words and two syllable words (pp.85 – 91; p.94; pp.101 – 103). Practise and revise
reading and spelling HFW (decodable and ‘tricky’) from Phase 3 (pp.91 – 93; p.194); apply to reading and writing captions and
sentences using these HFW, CVC words and two syllable words (pp. 95 – 98; pp.103 -104).
4-5
Revise blending and segmenting words with adjacent consonants, including polysyllabic words (Phase 4), using graphemes from
Phases 2 and 3 (pp.110 – 117; pp.126 – 127). Practise and revise reading and spelling HFW (decodable and ‘tricky’) from Phases
3 and 4 (pp.118 – 120; p.194). Apply to reading and writing sentences using these HFW, words with adjacent consonants and
polysyllabic words (pp.122 – 125; p.128).
6-8
Revise the 18 Phase 5 graphemes for reading, including split digraphs (pp.134-135; pp.137 - 139); practise blending and
segmenting for reading and spelling words with these graphemes, including words with adjacent consonants and polysyllabic
words (p.142; pp.151-152). Practise and revise reading and spelling HFW (decodable and ‘tricky’) from Phase 4 (pp.118 – 120;
p.194). Apply to reading and writing sentences with these graphemes (pp.142 – 143; pp.158 – 159), including words with adjacent
consonants and polysyllabic words.
9
Revise previously learned graphemes and alternative pronunciations. Revise (teach) alternative spellings for phonemes /ch/ (chip
catch) and /j/ (jet giant badge) (p.144; p.147; p.154 and Notes of Guidance p.23). Practise blending and segmenting for reading
and spelling words with these graphemes, including words with adjacent consonants and polysyllabic words (p.149). Practise and
revise reading and spelling HFW (decodable and ‘tricky’) from Phase 4 (pp.118 – 120; p.194). Apply to reading and writing
sentences (include HFW, words with adjacent consonants and two syllable words).
10
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /ai/ (ai,
ay, a-e, ey, ei, ea, eigh) (p.144; p.147; p.164; p.156 and Notes of Guidance p.24). Practise blending and segmenting for reading
and spelling words with these graphemes, including words with adjacent consonants and polysyllabic words (p.149). Read and
spell HFW they, day, made, came, make. Apply to reading and writing sentences (include HFW learned previously, words with
adjacent consonants and two syllable words).
By the end of the Foundation Stage, most children should be working securely within Phase 3. By the end of Y1, most children should be working
securely within Phase 5. This Y2 planning allows consolidation of the learning from Phases 2 – 3 (first three weeks), Phase 4 (weeks 4 to 5) and
Phase 5 (from week 6 in the Autumn term into the Spring term). This allows 15 weeks for learning at Phase 6 in the Spring and Summer terms.
Year 2
Autumn Term
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Week
Teaching Focus
11
Revise previously learned graphemes and alternative pronunciations. Revise alternative spellings for phonemes /n/ (n, nn, gn, kn),
and /m/ (m, mm, mb) (p.144; p.154 and Notes of Guidance p.23). Practise blending and segmenting for reading and spelling
words with these graphemes (include words with adjacent consonants and polysyllabic words). Revise reading and spelling Phase
5 HFW (p.148; p.194). Apply to reading and writing sentences, including HFW learned previously, words with adjacent consonants
and two syllable words. (pp.142 – 143; pp.149 – 150).
12
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /ee/ (ee,
ea, e_e, e, y, ey, ie) (pp.145 – 147; p.156; p.160 and Notes of Guidance p.24). Practise blending and segmenting for reading and
spelling words with these graphemes (include words with adjacent consonants and polysyllabic words). Revise reading and
spelling ‘tricky words’ people, these, very. Apply to reading and writing sentences (include HFW learned previously, words with
adjacent consonants and two syllable words).
Year 2
Spring Term
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Week
Teaching Focus
1
Revise previously learned graphemes and alternative pronunciations (pp.137 – 139). Revise and teach alternative spellings for
phoneme /e/ (e, ea) (pp.145 – 147; p.153 and Notes of Guidance p.24). Practise blending and segmenting for reading and spelling
words with these graphemes (include words with adjacent consonants and polysyllabic words). Teach reading and spelling ‘tricky
words’ said, again, many, any, friend (p.148). Apply to reading and writing sentences, including HFW learned previously, words
with adjacent consonants and two syllable words (pp.142 – 143; pp.149 – 150).
2
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /igh/
(igh, ie, y, i-e, i) (p.102; pp.145 – 147; ‘i’ on p.152; p.156; p.161 and Notes of Guidance p.24). Practise blending and segmenting
for reading and spelling words with these graphemes (include words with adjacent consonants and polysyllabic words). Revise
reading and spelling Phase 5 HFW (p.194). Apply to reading and writing sentences, including HFW, words with adjacent
consonants and two syllable words.
By the end of the Foundation Stage, most children should be working securely within Phase 3. By the end of Y1, most children should be working
securely within Phase 5. This Y2 planning allows consolidation of the learning from Phases 2 – 3 (first three weeks), Phase 4 (weeks 4 to 5) and
Phase 5 (from week 6 in the Autumn term into the Spring term). This allows 15 weeks for learning at Phase 6 in the Spring and Summer terms.
Year 2
Spring Term
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Week
Teaching Focus
3
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /oa/ (oa,
ow, o, oe, o-e) (p.102; pp.145 – 147; p.156; p.163 and Notes of Guidance p.24). Practise blending and segmenting for reading and
spelling words with these graphemes (include words with adjacent consonants and polysyllabic words). Revise reading and
spelling Phase 5 HFW (p.194). Apply to reading and writing sentences (include HFW learned previously, words with adjacent
consonants and two syllable words).
4
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /oo/ (oo,
ew, u-e, ue, o-e) (p.102; pp.145 – 147; p.156; p.162 and Notes of Guidance p.24). Practise blending and segmenting for reading
and spelling words with these graphemes (include words with adjacent consonants and polysyllabic words). Revise reading and
spelling common words you, two, who, through. Apply to reading and writing sentences (include HFW learned previously, words
with adjacent consonants and two syllable words).
5
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /air/ (air,
are, ear) (p.102; p.155 and Notes of Guidance p.24). Practise blending and segmenting for reading and spelling words with these
graphemes (include words with adjacent consonants and polysyllabic words). Revise reading and spelling common words there,
where. Apply to reading and writing sentences (include HFW learned previously, words with adjacent consonants and two syllable
words).
6
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phoneme /or/ (or,
aw, au, al, our) (p.102; p.155 and Notes of Guidance p.24). Practise blending and segmenting for reading and spelling words with
these graphemes (include words with adjacent consonants and polysyllabic words). Revise reading and spelling Phase 5 HFW.
Apply to reading and writing sentences (include HFW learned previously, words with adjacent consonants and two syllable words).
7
Revise previously learned graphemes and alternative pronunciations. Revise and teach alternative spellings for phonemes /ur/ (ir,
er, ear) (p.102; p.155 and Notes of Guidance p.24), excluding the ‘w’ special (see week 8 below). Practise blending and
segmenting for reading and spelling words with these graphemes (include words with adjacent consonants and polysyllabic
words). Revise reading and spelling Phase 5 HFW. Apply to reading and writing sentences (include HFW learned previously,
words with adjacent consonants and two syllable words).
8
Phase 6. Revise previously learned graphemes and alternative pronunciations. Teach reading and spelling of words starting with
/w/ (p.172; p.187, points 2 and 3; see also p.152 ‘a’; p.155 /ur/), including common words was, what, water, want. Apply to reading
and writing sentences (include HFW learned previously, words with adjacent consonants and two syllable words).
By the end of the Foundation Stage, most children should be working securely within Phase 3. By the end of Y1, most children should be working
securely within Phase 5. This Y2 planning allows consolidation of the learning from Phases 2 – 3 (first three weeks), Phase 4 (weeks 4 to 5) and
Phase 5 (from week 6 in the Autumn term into the Spring term). This allows 15 weeks for learning at Phase 6 in the Spring and Summer terms.
Year 2
Spring Term
Week
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Teaching Focus
9
Phase 6. Revise blending and segmenting for reading and spelling using previously taught graphemes. Teach reading and
spelling of words ending with ‘-ve’ (p.188, point 5), including common words have, give, live, love, above. Use Word Sort (p.172)
to classify words according to spelling patterns and phonemes. Apply to reading and writing sentences (include HFW learned
previously, words with adjacent consonants and two syllable words).
10
Phase 6. Revise previously learned graphemes and alternative pronunciations. Revise and teach reading and spelling
contractions using the apostrophe (p.188, point 6), including HFW (p.194) and common words (p.195) it’s, don’t, I’m, I’ll, I’ve,
didn’t, can’t, couldn’t, he’s, we’re. Apply to reading and writing sentences (include HFW learned previously, words with adjacent
consonants and two syllable words).
Year 2
Week
Summer Term
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Teaching Focus (Phase 6 all term)
1
Revise blending and segmenting for reading and spelling using previously taught graphemes. Teach adding –s and –es (p.189;
pp.171 – 174) including words with adjacent consonants, digraphs and more than one syllable. See also Spelling bank p.10.
Revise reading and spelling HFW on p.194. Apply to writing sentences (include HFW learned previously, words with adjacent
consonants and two syllable words).
2
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach the regular past tense (simply adding –ed, pp.170 – 174; p.189). Revise reading and spelling HFW on
p.194. Apply to writing sentences (include HFW learned previously, words with adjacent consonants and two syllable words).
3
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach the regular past tense using base words ending in e and where consonant doubling occurs, e.g. hopehoped; hop - hopped (adding –ed, pp.170 – 174; p.190, points 1 and 3). Revise reading and spelling HFW on p.194. Apply to
writing sentences (include HFW learned previously, words with adjacent consonants and two syllable words).
4–5
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach adding –ing to verbs (pp.171 – 174; p.178; pp.189 – 191), starting with words that do not change the base
word and moving on to base words ending in e and where consonant doubling occurs, e.g. hope – hoping, hop – hopping. See
also Spelling bank p.4. Revise reading and spelling HFW on p.194. Apply to writing sentences (include HFW learned previously,
words with adjacent consonants and two syllable words).
By the end of the Foundation Stage, most children should be working securely within Phase 3. By the end of Y1, most children should be working
securely within Phase 5. This Y2 planning allows consolidation of the learning from Phases 2 – 3 (first three weeks), Phase 4 (weeks 4 to 5) and
Phase 5 (from week 6 in the Autumn term into the Spring term). This allows 15 weeks for learning at Phase 6 in the Spring and Summer terms.
Year 2
Week
Summer Term
Phonics and Spelling planning (page numbers refer to the Letters and Sounds Teaching Programme)
Teaching Focus (Phase 6 all term)
6
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach adding the suffix –ful (pp.170 – 177; pp.189 - 191), including to words ending in y (p.190, point 2). Teach
spelling of days of the week (pp.178 – 183). Apply to writing sentences (include HFW learned previously, words with adjacent
consonants and two syllable words).
7
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach adding the suffix –ly (pp.170 – 177; pp.189 - 191), including to words ending in y (p.190, point 2). Teach
spelling of ‘tricky’ common words on p.195 (pp.178 – 183). Apply to writing sentences (include HFW learned previously, words with
adjacent consonants and two syllable words).
8
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach adding the prefixes un- and dis- (pp.175 – 177; pp.179 - 183). See also Spelling bank pp.6 – 7. Teach
spelling of ‘tricky’ common words on p.195 (pp.178 – 183). Apply to writing sentences (include HFW learned previously, words with
adjacent consonants and two syllable words).
9
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Teach adding the suffixes –er and -est (pp.170 – 177; pp.189 - 191), including to words ending in y (p.190, point
2). Teach spelling of ‘tricky’ common words on p.195 (pp.178 – 183). Apply to writing sentences (include HFW learned previously,
words with adjacent consonants and two syllable words).
10
Revise blending and segmenting for reading and spelling using previously taught graphemes. Revise adding –s and –es (p.189;
pp.171 – 174) including words with adjacent consonants, digraphs and more than one syllable. See also Spelling bank p.10. Teach
spelling of ‘tricky’ common words on p.195 (pp.178 – 183). Apply to writing sentences (include HFW learned previously, words with
adjacent consonants and two syllable words).
11 12
Revise blending and segmenting for reading and spelling words, using previously learned graphemes and alternative
pronunciations. Revise adding –ed and -ing to verbs (pp.171 – 174; p.178; pp.189 – 191), including base words ending in e and
where consonant doubling occurs, e.g. hope – hoped – hoping; hop – hopped – hopping. See also Spelling bank p.4. Teach
spelling of ‘tricky’ common words on p.195 (pp.178 – 183). Apply to writing sentences (include HFW learned previously, words with
adjacent consonants and two syllable words).
By the end of the Foundation Stage, most children should be working securely within Phase 3. By the end of Y1, most children should be working
securely within Phase 5. This Y2 planning allows consolidation of the learning from Phases 2 – 3 (first three weeks), Phase 4 (weeks 4 to 5) and
Phase 5 (from week 6 in the Autumn term into the Spring term). This allows 15 weeks for learning at Phase 6 in the Spring and Summer terms.