Part 1: Building Fluency With New Graphemes and Split Digraphs

Phase 5 Part 1 is where children begin extending their phonics knowledge beyond the earlier phases. During this stage, children are introduced to new graphemes for reading and spelling, including split digraphs, while continuing to strengthen fluency, confidence, and independence.

Children learn that some sounds can be represented in new ways and that longer words often require more careful decoding, blending, segmenting, and spelling application.

Children will be introduced to graphemes and spelling patterns such as:

• ay, ou, ie, ea, oy
• ir, ue, aw, wh
• ph, ew, oe, au
• ey
• split digraphs: a_e, e_e, i_e, o_e, u_e

As children progress through this part of Phase 5, they begin reading and spelling longer words, applying new graphemes in sentences, recognising tricky words, and building greater confidence when reading unfamiliar vocabulary.

This module has been carefully designed to strengthen decoding, fluency, spelling, comprehension, and reading confidence through structured teacher-led instruction, repetition, modelling, and guided application.

At QFE, we understand that children need time, structure, and repeated exposure to become secure readers. Phase 5 Part 1 focuses on helping children move beyond earlier phonics knowledge towards more flexible, fluent, and confident reading.

Every lesson is:

• carefully sequenced
• developmentally aligned
• teacher-led
• structured to build fluency gradually
• focused on understanding, not guessing
• designed to strengthen confidence alongside reading skill

Children are guided step-by-step through new graphemes and split digraphs using explicit teaching, repetition, modelling, fluency practice, reading application, and structured independent tasks.

The programme follows a consistent lesson structure to reduce overwhelm and help children feel secure as they move into more advanced phonics learning.

At QFE, we prioritise confidence before curriculum because children learn best when they feel safe, supported, and capable.