Phonics

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 

EYFS 

Phase 2 

s a t p i n m d g o c k ck e u r h b f l  

Phase 2 

f ll ss j v w x y z zz qu ch sh th ng nk  

• words with –s /s/ added at the end (hats sits)  

• words ending in s /z/ (his) and with –s /z/ added at the end (bags sings) 

Phase 3 

ai ee igh oa oo oo ar or ur ow oi ear air er  

• words with double letters  

• longer words 

Phase 3 

Review Phase 3  

• words with double letters, longer words, words with two or more digraphs, words ending in –ing, compound words  

• words with s /z/ in the middle  

• words with –s /s/ /z/ at the end  

• words with –es /z/ at the end 

Phase 4 

Short vowels with adjacent consonants  

• CVCC CCVC CCVCC CCCVC CCCVCC  

• longer words and compound words  

• words ending in sufxes: –ing, –ed /t/, –ed /id/ /ed/, –est 

Phase 4 

Phase 3 long vowel graphemes with adjacent consonants  

• CVCC CCVC CCCVC CCV CCVCC  

• words ending in sufxes: –ing, –ed /t/, –ed /id/ /ed/, –ed /d/ –er, –est • longer words 

Tricky words: is I the 

Tricky words: put pull full as and has his her go no to into she push he of we me be 

Tricky words: was you they my by all are sure pure 

Tricky words: Review all taught so far 

Tricky words: 

said so have like some come love do were here little says there when what one out today 

Tricky words: Review all taught so far 

Year 1 

Review Phase 3 & 4 

Phase 5 

/ai/ ay play /ow/ ou cloud /oi/ oy toy /ea/ ea each 

Phase 5 

/ur/ ir bird /igh/ ie pie /oo/ /yoo/ ue blue rescue /yoo/ u unicorn /oa/ o go /igh/ i tiger /ai/ a paper /ee/ e he /ai/ a-e shake /igh/ i-e time /oa/ o-e home /oo/ /yoo/ u-e rude cute /ee/ e-e these /oo/ /yoo/ ew chew new /ee/ ie shield /or/ aw claw 

Phase 5 

/ee/ y funny /e/ ea head /w/ wh wheel /oa/ oe ou toe shoulder /igh/ y fly /oa/ ow snow /j/ g giant /f/ ph phone /l/ le al apple metal /s/ c ice /v/ ve give /u/ o-e o ou some mother young /z/ se cheese /s/ se ce mouse fence /ee/ ey donkey /oo/ ui ou fruit soup 

Phase 5 

/ur/ or word /oo/ u oul awful could /air/ are share /or/ au aur oor al author dinosaur floor walk /ch/ tch ture match adventure /ar/ al a half* father* /or/ a water schwa in longer words: different /o/ a want /air/ ear ere bear there /ur/ ear learn /r/ wr wrist /s/ st sc whistle science /c/ ch school /sh/ ch chef /z/ ze freeze schwa at the end of words: actor 

Phase 5 

Phonics screening check review – no new GPCs or tricky words 

Phase 5 

/ai/ eigh aigh ey ea eight straight grey break /n/ kn gn knee gnaw /m/ mb thumb /ear/ ere eer here deer /zh/ su si treasure vision /j/ dge bridge /i/ y crystal /j/ ge large /sh/ ti ssi si ci potion mission mansion delicious /or/ augh our oar ore daughter pour oar more 

Tricky words: Review all taught so far. 

Tricky words: their people oh your Mr Mrs Ms ask* could would should our house mouse water want. 

Tricky words: any many again who whole where two school call different thought through friend work. 

Tricky words: once laugh because eye. 

Tricky words: busy beautiful pretty hour move improve parents shoe. 

Phase 5 review 

Bridge to spelling 

What do I need to know to think about spelling?  

How do I use the Complete the code chart to help me to spell? 

Why do I double letters at the end of words? Why do I double letters in some longer words ending in -er? 

Why do some words end in ‘k’ or ‘ck’? Why do some words end in ‘ch’ or ‘tch’? 

When do I add the suffix -es/-s to words? Why do I double the final letter in some words when I add the suffix -ing? 

Why do I swap the ‘y’ for an ‘i’ when I add the suffix -ed? Why do I drop the ‘e’ when I add the suffix -ing? 

Little Wandle Spelling 

Why do some words have the spellings ‘kn’ and ‘gn’ for /n/, and ‘wr’ for /r/? 

Why do I drop the ‘e’ when I add the suffixes -ed, -ing, -er, -est and -y? 

Why do some words end ‘ge’ or ‘dge’? Why can /j/ be spelled ‘j’ or ‘g’ in different words? 

Little Wandle Spelling 

The ‘W special’ How do ‘w’ and ‘qu’ change the sounds that ‘a’, ‘ar’ and ‘or’ make in some words? 

Why do I swap the ‘y’ for an ‘i’ when I add the suffix -es? 

Why do some words have the spelling ‘ey’ for the sound /ee/? 

Why do some words end -le, -al, -il or -el? 

Little Wandle Spelling 

Why does ‘c’ make the sound /s/ in some words? 

How can I spell the sound /zh/? 

What happens when I add the suffixes -ment, -ness, -ful -less and -ly to a root word? 

How can I show missing letters in a word? 

Little Wandle Spelling 

Why do some longer words have the spelling ‘ti’ for /sh/? 

How do I use the possessive apostrophe (singular possession)? 

When do I swap, drop or double? (-ing, -er, -est, -y, -ed) 

Prickly spellings 

Once two any many  

Prickly spellings 

Who whole people friend move improve 

Prickly spellings 

Beautiful laugh busy pretty parents because 

Prickly spellings 

Eye shoe thought through 

Year 3 

Year 4 

Year 5 

Year 6