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Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Year 1 Statutory Requirements:
Items in italics non-statutory. All exemplar words are non-statutory although most have been taken from the NC example words.
Reading – word reading
Writing – transcription
N.B. Teachers must plan separately to teach the comprehension
Spelling (see English Appendix 1)
statutory requirements.
Pupils should be taught to:
Pupils should be taught to:

apply phonic knowledge and skills as the route to decode words
spell:

respond speedily with the correct sound to graphemes (letters or
groups of letters) for all 40+ phonemes, including, where applicable,
alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing
GPCs that have been taught

words containing each of the 40+ phonemes already taught

common exception words

the days of the week
name the letters of the alphabet:

read common exception words, noting unusual correspondences
between spelling and sound and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –
est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and
understand that the apostrophe represents the omitted letter(s)

read aloud accurately books that are consistent with their developing
phonic knowledge and that do not require them to use other
strategies to work out words

re-read these books to build up their fluency and confidence in word
reading.

naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound
add prefixes and suffixes:

using the spelling rule for adding –s or –es as the plural marker for nouns and the
third person singular marker for verbs

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root
words [for example, helping, helped, helper, eating, quicker, quickest]
apply simple spelling rules and guidance, as listed in English Appendix 1
write from memory simple sentences dictated by the teacher that include words using the
GPCs and common exception words taught so far.
Recommended:
Refer back to Appendix 1 for non-statutory rules and guidance which will be useful when
teaching spelling.
Where Support for Spelling references have been made teachers will need to adapt the unit
to fit with taught GPC and the National Curriculum as expectations and exemplars have now
changed.
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Autumn Year 1
Phonics for reading (blending) and spelling (segmenting) suggested sequence
Revision Reception phonics: (Approx. 4 weeks) Use grammar terminology word and letter
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All letters of the alphabet and the sounds which they most commonly represent
Consonant digraphs which have been taught and the sounds which they represent
Vowel digraphs which have been taught and the sounds which they represent (Less secure from Letters and Sounds e.g. including er unstressed plus trigraphs – ear,
air, igh)

The process of segmenting spoken words into sounds before choosing graphemes to represent the sounds

Guidance and rules which have been taught
Securing phase 4

Words with adjacent consonants

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck

The /ŋ/ sound spelt n before k – think
GPCs still not secured will now be revised through the Revisit/ Review element of daily discrete lessons.
Syllables

Division of words into syllables (Support for Spelling Y2 Term 3ii 29 – 31 adapt to fit with taught GPCs. Focus on the syllables rather than prefixes and suffixes)
Teaching further vowel diagraphs and trigraphs: (Letters and Sounds Phase 5 )
ay - day, ea – eat, ie - tie, ou – out, i-e - time, oe - toe, a-e – make, oy - boy, ir – girl, o-e – home, ue – blue, aw – saw, e-e - these, u-e (‘oo’) - rude, ew – flew, au – august,
are – care, u-e (‘yoo’) – tube, ore - snore, ow – snow
Suffixes: Use grammar terminology singular and plural

Adding s and es to words (plural of nouns and the third person singular of verbs)

Adding the endings -ing to verbs where no change is needed to the root word
High-frequency words

Read/spell common exception words (Letters and Sounds pages 193 –195)
Name the letters of the alphabet:


Naming the letters of the alphabet in order (Link to simple dictionary work and use of an index)
Using letter names to distinguish between alternative spellings of the same sound
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far



Learn words from personal list
Days of the week
Extend knowledge of spelling strategies and apply to high-frequency and cross-curricular words. (Look at non-statutory example words and Letters and Sounds pages
193-195)
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Spring Year 1
Phonics for reading (blending) and spelling (segmenting) suggested sequence
Revision should include:
Vowel diagraphs and trigraphs taught so far.
Revised through Revisit/ Review element of daily discrete lessons.
Alternative pronunciations ( Letters and Sounds phase 5)
Green indicates completely new learning this term
ow – owl, snow
ew – new, flew
ue – blue, cue
u-e – cube, flute
ea – eat, bread
ie – tie, field
ear – dear, bear
ch - chin, witch
er – unstressed (farmer), stressed (her)

The /v/ sound at the end of words – give

Words ending – y (/i:/ or /ɪ/) – very

New consonant spellings ph and wh

Using k for the /k/ sound – skin [/k/sound as spelt k rather than c before e, i and y]
N.B. Some of Phase 5 alternative spellings shown on page 144 of Letters and Sounds are now in Y2.
The following are not in Y1 statutory spelling requirements but likely to be required for reading.
i – fin, find
o – hot, cold
a – at, what
u – but, put
Suffixes:

Adding the endings – ed, – ing and – er to verbs where no change is needed to the root word
Compound words: (Support for Spelling unit Y2 2i pages 20 -22) Introduce year 2 grammar terminology compound
High- frequency words

Read/spell common exception words (Letters and Sounds pages 193 - 195)
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.


Learn words from personal list
Extend knowledge of spelling strategies and apply to high-frequency and cross-curricular words. (Look at non- statutory example words and Letters and Sounds
pages 193-195)
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Summer Year 1
Phonics for reading (blending) and spelling (segmenting) suggested sequence
Revision should include:
Secure the reading and spelling of words containing different spellings for phonemes in compound words; words with two or more syllables and words containing the suffixes s,
es,(plural nouns) ed, ing, er where no change is needed to the root word.
ai – raining, Sunday, pancake
ee – seeds, leaf, these, happy
igh – night, magpie, time
oa – goat, snow, home, toe
oo – bedroom, rude, flew, blue
or – fork, autumn, paws, core
y/oo – cube, stewed, cue
Prefixes and suffixes

Adding the prefix – un (Support for Spelling Y2 Term 3i pages 26 - 28 but only the simplest element of this unit.)

Adding – er and – est to adjectives where no change is needed to the root word – quicker, quickest
Syllables

Division of words into syllables (Support for Spelling Y2 Term 3ii pages 29 – 31. Repeat of autumn unit but with a focus on consolidating prefixes and suffixes.)
Contractions

Read words with contractions [for example, I’m, I’ll, we’ll] and understand that the apostrophe represents the omitted letter/s
High- frequency words

Read/spell common exception words (Letters and Sounds pages 193 – 195)
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.


Learn words from personal list
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words. (Look at non-statutory example words and Letters and Sounds
pages 193 -195)
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Year 2 Statutory Requirements:
Items in italics non-statutory. All exemplar words are non–statutory although most have been taken from the NC example words.
Reading – word reading
Writing – transcription
N.B. Teachers must plan separately to teach the comprehension
Spelling (see English Appendix 1)
statutory requirements.
Pupils should be taught to:








continue to apply phonic knowledge and skills as the route to decode
words until automatic decoding has become embedded and reading
is fluent
read accurately by blending the sounds in words that contain the
graphemes taught so far, especially recognising alternative sounds
for graphemes
read accurately words of two or more syllables that contain the same
graphemes as above
read words containing common suffixes
read further common exception words, noting unusual
correspondences between spelling and sound and where these occur
in the word
read most words quickly and accurately, without overt sounding and
blending, when they have been frequently encountered
read aloud books closely matched to their improving phonic
knowledge, sounding out unfamiliar words accurately, automatically
and without undue hesitation
re-read these books to build up their fluency and confidence in word
reading.
Pupils should be taught to:
spell by:












segmenting spoken words into phonemes and representing these by graphemes,
spelling many correctly
learning new ways of spelling phonemes for which one or more spellings are
already known, and learn some words with each spelling, including a few common
homophones
learning to spell common exception words
learning to spell more words with contracted forms
learning the possessive apostrophe (singular) [for example, the girl’s book]
distinguishing between homophones and near-homophones
add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
apply spelling rules and guidance, as listed in English Appendix 1
write from memory simple sentences dictated by the teacher that include words
using the GPCs, common exception words and punctuation taught so far.
Develop a range of personal strategies for learning new and irregular words
Develop a range of personal strategies for spelling at the point of composition
Develop a range of strategies for checking and proof reading spellings after writing
Recommended:
Refer back to Appendix 1 for non-statutory rules and guidance which will be useful when
teaching spelling.
Where Support for Spelling references have been made teachers will need to adapt the unit
to fit with taught GPC and the National Curriculum as expectations and exemplars have now
changed.
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Autumn Year 2
This term focusses on consolidation, moving from plausible spelling to increased accuracy.
Revision should include key elements of Y1: (Support for Spelling Y2 Term 1i pages 13- 16) Use grammar terminology compound
Green indicates completely new learning this term

Secure the reading and spelling of words containing different spellings for phonemes.
o /ai/ (e.g. made, great, rail, way, railway)
o /oa/ (e.g. so, toe, blow, goalkeeper, rope);
o /(y)oo, oo/ (e.g. new, use, cue) (e.g. blew, glue, bedroom, do, two).
o /ee/ (e.g. sea, weekend, be, these) followed by the /i:/ sound spelt – ey – key
o /igh/ (e.g. inside, sigh, tie, kind) followed by The /aɪ/ sound spelt – y – try at the end of words
Revise Suffix Use grammar terminology verb, past tense and present tense

Adding the endings – ed, – ing and – er to verbs where no change is needed to the root word
Teaching alternative spellings for phonemes:

The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y
o /j/ (e.g. join, fudge, age, gent)

The /n/ sound spelt kn and (less often) gn at the beginning of words
o /n/ (e.g. neck, gnat, design, know)

The /r/ sound spelt wr at the beginning of words
o /r/ (e.g. round, wrong)

The /s/ sound spelt c before e, i and y
o /s/ (e.g. less, listen, house, castle, city, certificate, fancy)

/ear/ (e.g. here, spear, cheer)
New phoneme:
The /ʒ/ sound spelt s – television, treasure, usual
High-frequency words

Read/spell common exception words (Letters and Sounds pages 193 – 195)
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.


Learn words from personal list
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words. (Look at non-statutory example words and Letters and Sounds
pages 193-195m)
N.B Useful strategies for learning spellings can be found in Support for Spelling, Appendix 2, pages 108 – 111
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Spring Year 2
Revision: As words containing new GPCs are introduced, many will include previously taught GPCs allowing for revision at the same time.
Teaching alternative spellings for phonemes;

The /ɔ:/ sound spelt ar after w - warm

The /ɔ:/ sound spelt a before l and ll - talk, all
o /or/ ( warm, talk, all)

The /ʌ/ sound spelt o – other, nothing
o /u/ cup (regional), other, nothing

The /ɜ:/ sound spelt or after w
o /o/ pot, (watch, squash)
Suffixes: Use grammar terminology noun, suffix, verb, past tense, present tense

Adding – es to nouns and verbs ending in – y
(Support for Spelling Y2 Term 2ii pages 23-26)
To understand and begin to learn the conventions for adding the suffix - ed for past tense (Support for Spelling Y2 Term 2 ii pages 23-26 also look at Term 1 ii)
Identify similar rules for adding- ing for present tense also adding - er and – est and y to a root word



Adding – ed, – ing, – er and – est to a root word ending in –y with a consonant before it – copy – copied
Adding the endings – ing, – ed, – er, – est and – y to words ending in – e with a consonant before it - hike - hiked
Adding – ing, – ed, – er, – est and – y to words of one syllable ending in a single consonant letter after a single vowel letter - drop - dropped
Change the y to
an i and add - ed
Drop the e and
add - ed
copy - copied
hike - hiked
Double the final
consonant and
add - ed
drop - dropped
Contractions Use grammar terminology apostrophe

can’t, didn’t, hasn’t, couldn’t, it’s, I’ll (Support for Spelling Y4 Term 3i)
High-frequency words

Read/spell common exception words (Letters and Sounds pages 193 – 195)
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.


Learn words from personal list
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words. (Look at non-statutory example words and Letters and Sounds
pages 193-195
N.B Useful strategies for learning spellings can be found in Support for Spelling, Appendix 2, pages 108 – 111
Phonics and Spelling National Curriculum 2014: Expectations for KS1
(Linked to Letters and Sounds and Support for Spelling)
N.B. GPCs are placed in the year group specified in the National Curriculum which may differ from Letters and Sounds.
Summer Year 2
Revision: Use grammar terminology verb, past tense and present tense
Adding - ed and- ing to root words
Teaching alternative spellings for phonemes: (Support for Spelling Y3 Term 1i page 33 – 36)

The /l/ or /əl/ sound spelt – le at the end of words - bottle

The /l/ or /əl/ sound spelt – el at the end of words - tunnel

The /l/ or /əl/ sound spelt – al at the end of words - animal

Words ending – il - pencil

Words ending in – tion - fiction
Suffixes Use grammar terminology noun, adjective and adverb

The suffixes – ment, – ness, – ful , – less and – ly
(Support for Spelling Y2 Term 2ii pages 23-26)
Homophones and near 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 (Support for Spelling Y4 Term 1i pages 53
– 55 Change the words used to match NC.)
Apostrophe Use grammar terminology apostrophe

The possessive apostrophe (singular nouns)
High-frequency words

Read/spell common exception words (Letters and Sounds pages 193 – 195)
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far


Learn words from personal list
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words. (Look at non-statutory example words and Letters and Sounds
pages 193-195
N.B Useful strategies for learning spellings can be found in Support for Spelling, Appendix 2, pages 108 – 111