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Spelling from 4 - 11

Progression in Spelling
at Greasley Beauvale Primary School


Year Group Teaching Material Sample Spelling Focus
Foundation Stage 2 Letters and Sounds Phase 2 Set 1: s a t p
Set 2: i n m d
Set 3: g o c k
Set 4: ck e u r
Set 5: h b f, ff l, ll ss
Letters and Sounds Phase 3 Set 6: j v w x
Set 7: y z zz qu
Set 8a: ch sh th ng
Set 8b: ai ee igh oa o oar or u row oi
Set 8c: ear air ure er
Year 1 Revision of Phases 2 & 3 All sets
Letters and Sounds Phase 4 Developing the above into more complex words.
Letters and Sounds Phase 5 Alternatives for known graphemes
National Curriculum Year 1 or ore ve nk suffixes –s –er –est
Year 2 Letters and Sounds Phase 6 Past Tense –ed
Suffixes –ing –ed –er –est –ful –ly
–ment –ness –en
Plurals –s –es –ies
there / here / where
their (not at same time as there)
National Curriculum Year 2 le el al il
Year 3 National Curriculum Year 3 Revision of Phase 5 spelling
Revision of Phase 6 spelling
Verb endings –ed –s –ing y/i e/ed
Irregular verbs
‘y’ sounds like /i/
short ‘ou’
Prefixes un- in- mis- dis- anti-
Suffixes –ly –ally
ei / ai / ay /eigh
Year 4 National Curriculum Year 4 Revision of Year 3
Negative prefixes in-, il-, im-, ir-  
Prefixes re- sub- inter- super-  auto-
Suffix –ous and exceptions     Suffix -ful 
Endings –tion / -sion / -ssion / -cian
Words families with foreign roots
Year 5 National Curriculum Year 5 Revision of Year 4
Words with silent letters 
‘ei’ string
Suffixes to root words ending ‘fer’   Endings –cial and -tial 
Endings –cious and -tious 
Endings –able / -ably / -ible / -ibly 
Endings –ance / -ancy / - ent /
-ence / -ency
Year 6 National Curriculum Year 6 Revision of Years 3, 4 and 5
 ‘ough’ string 
Synonyms and antonyms of known vocabulary 

Letters and Sounds is a six-phase systematic synthetic phonics programme designed to help children become fluent readers by the age of seven. It helps teach children the link between graphemes (letters in written language) and phonemes (sounds in spoken language). These links help children to read and, in turn, spell words. Children learn to spell words using the phonemes and graphemes they can read.

The National Curriculum expects that phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology. Although particular GPCs in root words simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling where these are relevant.