Common Exception Words

From Letters and Sounds (2007, p.16):

“Some words contain GPCs that have not yet been taught. These are referred to as ‘tricky’ words in the materials. The children should be taught to read these words as a whole.”

As more is known now about the Orthographic Mapping Theory this advice has been updated.

Validation of Systematic Synthetic Phonics Programmes (2021)
 

“Common‑exception words are those that include GPCs that are an exception to those children have been taught. … Programmes should teach children to read and then spell the most common‑exception words, noting the part of a word that makes it an exception to what they have been taught so far.” 
https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation

This clearly states that exception words must be taught by noticing and teaching the unfamiliar parts within their GPC teaching sequence.
 

📄 2. The Reading Framework (DfE, July 2021; updated September 2023)
 

“Pupils are taught to read and spell [common exception words] by noting the part that is an exception to what has been taught so far.”
https://assets.publishing.service.gov.uk/media/664f600c05e5fe28788fc437/The_reading_framework_.pdf

✅ What the DfE now expects:

• Teachers should not encourage memorisation of these words as whole units.

• Instead, they must show how each word can be decoded, even if it includes a previously untaught or less common GPC.

• This applies to the Year 1 Common Exception Words list in the National Curriculum (2014) and is reinforced in more recent guidance and validation criteria for SSP programmes.