Children will learn the following alternative spellings for these letter/sounds:

Phase 5c:

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/

 Phase 5d:

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/

Some of the alternative spellings will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.