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The sequence is the order that sounds and letters are introduced and moves from the simple to more complex. Lessons support children as they apply their growing knowledge to decode a meaningful text. Phase 1 is taught over the space of a year. All the other phases are taught for 6 weeks (if you have 6 half terms per year) or 10 weeks (if you have 4 terms per year).
Phase One paves the way for the systematic teaching of phonic work, by developing speaking, listening and language skills through adult-led activities and high-quality play. Phase One activities are designed to underpin and run alongside activities in other phases.
Start your phonics journey by learning the first 19 letter sounds and apply this knowledge to read and write cvc words:
s /s/, a /a/, t /t/, p /p/, i /i/, n /n/, m /m/, d /d/, g /g/, o /o/, c /k/, k /k/, ck /k/, e /e/, u /u/, r /r/, h /h/, b /b/, f /f/, ff /f/, l /l/ ll /l/, ss /s/
The purpose of this phase is to teach the remaining 6 sounds of the alphabet and consonant digraphs and apply this knowledge to read and write cvc words:
j /j/, v /v/, w /w/, x /k-s/, y /y/, z /z/, zz /z/, qu /k-w/, sh /sh/
ch /ch/, th /voiced & unvoiced/, ng /ng/
The purpose of this phase is to teach 15 long vowel and 'r' controlled digraphs and apply this knowledge in reading and writing cvc words:
ai /ai/, ee /ee/, igh /igh/, oa /oa/, oi /oi/, oo /o-o/, oo /oo/, ow /ow/, ar /ar/, air /air/, ear /ear/, ur /ur/, or /or/, ure /ure/,
er /schwa/
The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. The teaching materials in this phase provide a selection of suitable words containing adjacent consonants.
The purpose of this phase is to consolidate children’s knowledge of graphemes iThe purpose of this phase is to teach common word endings including suffixes:
-ing, -est, -er, -ed, -tch, -y, -ey, -ve, -le
The purpose of this phase is to learn the following alternative spellings of letter/sounds previously:
ou /ow/, ea /ee/, ay /ai/, ie /igh/, ue /oo/, ue /yoo/, oy /oi/, aw /or/, ir /ur/, wh /w/, ph /f/, au /or/, ew /o-o/, ew /yoo/, oe /oa/,
a-e /ai/, e-e /ee/, i-e /igh/, o-e /oa/, u-e /o-o/, u-e /yoo/, si /zh/
su /zh/
Children will learn alternative pronunciations for:
c /s/, g /j/, ch /sh/, ch /k/, y /igh/, i /igh/, a /ar/, o /oa/, u /yoo/ea /e/, ie /ee/, er /ur/, ow /oa/, ou /oo/, y /i/, a /ai/, a /o/, e /ee/, u /oo/, ey /ai/, ou /oa/
The purpose of this phase is to learn the following spellings for the letter/sounds:
el, al, il /l/, mn, mb /m/, se, ce /s/, se, ze /z/, ti, ci, ssi /sh/, t(ure) /ch/, n(k) /ng/, ge /zh/, -dge, -ge /j/, wr /r, gn, kn /n/, oul /oo/
The purpose of this phase is to learn the following spellings for the letter/sounds:
are, ear /air/, al /ar/, eer, ere /ear/, ore /or/, or, ear /ur/, ea, eigh, aigh /ai/, o-e, ou /u/, ere /air/, st, sc /s/, oar, oor, al, a, our, augh /or/
/ai/, /ee/, /igh/, /oa/, /oo/, /yoo/, /oi/, /ow/, /e/, /i/, /o/, /u/, /oo/, /ar/, /or/, /ur/, /air/, /ear/
f, ff, ph /f/, h, wh /h/, g, ge, dge /j/, k, c, ck, ch /k/, l, ll, le, el, al, il /l/, n, gn, kn /n/, r, wr, rh /r/, s, ss, c, se, ce, st, sc /s/, v, ve, f /v/, w, wh /w/ , z, zz, se, ze /z/, ch, tch, t(ure) /ch/, sh, ch, ti, ci, ssi /sh/
voiced / unvoiced /th/, ng, n(k) /ng/, si, su, ge /zh/
Sometimes known as common exception words or heart words, tricky words are introduced systematically and gradually. Only previously learnt tricky words are included in the decodable texts.
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