As one of its built-in-lists, Spelling Force features an extensive Literacy Hub – Australian Curriculum aligned spelling list. Teachers can choose this list and assign work for completion.
About the EdAlive Literacy Hub Spelling Lists
The EdAlive Literacy Hub spelling lists consist of over 4,200 words that follow the order of the Literacy Hub Phonics Progression Phases 1 – 24 and associated weekly lessons for Foundation to Year 3. The resultant lists are extremely comprehensive and accord precisely with the Literacy Hub progression, with additional revision lists and supplementary frequency word lists further increasing the scope and effectiveness of the resource.
Uses a systematic synthetic phonics (SSP) approach for reading and spelling.
The lists include all the words used in the Literacy Hub example words and the Literacy Hub Phonics and Morphology Lesson Packs 1 – 24 * with additional words drawn from the built-in Spelling Force vocabulary.
At the end of each year level, we have included lists to assist in the revision of the irregular words introduced throughout the year level.
Additionally, we have added important high frequency words at the end of each year level, which are not covered elsewhere by the Literacy Hub material.
Within each weekly lesson structure, the Spelling Force word lists include the key examples used in the Literacy Hub materials followed by many additional words using the same pattern.
We recommend students work through the weekly spelling lists in the order presented and proceed at their own pace.
Such is the scope of the additional materials provided that Students may not need to complete all work to demonstrate mastery of a concept, however for Students needing repetition or extension ample examples are provided.
Given the sound support, context sentences, syllabification and other materials in Spelling Force the learning outcomes supported are greatly increased from resources with a narrow focus on the teaching of spelling.
*The Lesson Packs 18 to 24 are to be released in 2026. Subsequently, the required additional words will be added to the EdAlive Spelling Lists.
Spelling Force and Literacy Hub together
The Spelling Force Literacy Hub lists can be used by themselves as an extremely comprehensive teaching progression. They can also be used in combination with the Literacy Hub Phonics and Morphology Lesson packs to deliver a complete, seamlessly integrated spelling programme with printed resources, PowerPoint slides, practice, reinforcement, assessment and reporting.
About the Literacy Hub Phonics Progression
The Literacy Hub phonics progression includes a sequence of letter–sound correspondences and phonics skills for development across Foundation to Year 3.
This sequential phonics progression provides teachers with an order for teaching the sounds and letters of English, moving from simple to complex code, and from common to less common sounds and spellings. The phases of the progression are mapped to the Australian Curriculum V9 in English.
Each phase also links to the general capabilities in the Australian Curriculum Reading and Viewing sub-element Phonic knowledge and word recognition (levels 3–8). The relevant level is noted in each phase.
The progression is complemented by classroom-ready phonics and morphology lesson packs for teachers available on the Literacy Hub.
Literacy Hub Links
The Literacy Hub website provides a range of evidence-based literacy resources for Australian schools and families. The following links take you to essential elements of the Literacy Hub materials.
The Literacy Hub Phonics Progression is published by Education Services Australia (ESA) as an initiative of the Commonwealth of Australia. (c) Commonwealth of Australia.
The EdAlive Literacy Spelling Lists are (c) Erinzan Pty Ltd
Relationship to the Australian Curriculum – Literacy strand
The Literacy Hub phonics progression, the Spelling Force Literacy Hub Progression and Spelling Force directly relate to the following Australian Curriculum Literacy Strand outcomes.
The Literacy Hub phonics progression includes a sequence of letter–sound correspondences and phonics skills for use from Foundation to Year 3 through 24 Phases broken down into weekly lessons and mapped to the Australian Curriculum outcomes Sub Strand Phonic Knowledge and Word Recognition PKW3 to PKW8, Spelling Sub Strand SpG4 – SpG14. Learn more
Each Phase is supported by a wide range of classroom teaching materials including worksheets and PowerPoint slides. Learn More
The phases of the progression are mapped to the Australian Curriculum V9 in English as follows:
Phase 1–5: Foundation
Phases 6–12: Year 1
Phases 13–17: Year 2
Phases 18–24: Year 3
Linking to the Australian Curriculum
The progression sits within the Literacy strand of the Australian Curriculum as part of the Reading and viewing element. Each Phase links to the general capabilities in the Australian Curriculum as follows:
It should be noted that the use of the Spelling Force Literacy Hub materials within the Spelling Force system significantly expand the general scope of the outcomes covered.
National Literacy Learning Progression – Spelling
This sub-element describes how a student becomes increasingly proficient in selecting and arranging letters to form accurately spelt words. Students develop increasing skill and proficiency in using spelling as a tool to understand and create meaning in texts. Learn more.
SpG4
writes letters to represent the dominant or first sounds (phonemes) in
words, when attempting to spell words (apl for apple)
writes some appropriate letter combinations to represent words (bis for because)
writes correctly some common one-syllable words with regular phonic graphemic patterns (am)
writes correctly some common high-frequency words with irregular phonic graphemic patterns (boy)
SpG5
represents all phonemes when attempting to spell one- and two-syllable words
writes correctly a range of words from the hundred high-frequency words correctly (class)
spells less familiar words using regular phonemic graphemic patterns (sum for some)
writes common plurals formed by adding ‘s’ correctly (cats)
writes words with common suffixes that indicate tense (play, played, playing)
uses visual knowledge (my), phonic knowledge (can) and morphemic knowledge (plays = play + s) to attempt to spell words
SpG6
exchanges one letter in a word to make a new word (dip, tip)
writes two-letter consonant blends in words correctly (sl in slip)
writes common plurals formed with adding ‘es’ correctly (boxes)
uses onset and rime to spell words (p-at)
writes words with consonants doubled after a short vowel (shopping)
SpG7
uses morphemic word families to spell words (small, smaller)
writes more difficult, unfamiliar words phonetically, with all phonemes represented (enjin for engine)
spells words with learnt digraphs (that)
spells words with learnt long vowel sounds (skirt)
writes one- and two-syllable words with consonant blends (clapping)
uses knowledge of morphemes to spell compound words with common base words (Sunday)
uses simple dictionaries and spellcheckers
SpG8
writes most common and high-frequency words correctly
writes common words with silent letters correctly (white)
writes some common contractions correctly (won’t, don’t)
uses three-letter consonant blends in words correctly (three, string, splash)
uses knowledge of morphemes to spell compound words, where the base word remains unchanged (grandmother)
uses bank of spelling strategies and knowledge to attempt to spell words (phonic knowledge, visual knowledge, morphemic knowledge)
recognises spelling errors in own writing
SpG9
writes all words from the hundred high-frequency words correctly
writes words with common prefixes and suffixes (unhappy, helpful)
uses some common spelling generalisations when attempting to spell unfamiliar words (drop e from base word when adding a suffix)
uses correct vowel digraphs (bean, green)
writes all common contractions correctly (doesn’t)
spells common homophones correctly (hear, here)
uses spell check function
uses authoritative sources (dictionaries/web search to spell unfamiliar words)
uses learnt spelling rules and knowledge, word origins and generalisations to spell (phonological knowledge, morphemic knowledge, visual knowledge, etymological knowledge and orthographic knowledge)
identifies errors and attempts to correct spelling
SpG10
writes words which do not include common phonic patterns or letter groupings correctly
spells less common homophones correctly (site, sight)
applies spelling generalisations when writing words
explains and uses a range of morphemic word families (friend, friendship, unfriendly)
uses knowledge of prefixes and suffixes to spell less common words (triangle, disagree)
explains that some different areas of the world have different accepted
spelling rules and makes choices accordingly when producing text (colour, color)
spells a range of words with less common letter groupings correctly (mountain)
uses knowledge of base words to spell unfamiliar words (line, linesman)
SpG11
writes irregular plurals correctly (mice)
spells words with less common silent letters correctly (caught, debt)
explains how the spellings and meanings of some words have changed over time
explains how words are spelt using a combination of strategies and knowledge including morphemic knowledge, visual knowledge, phonological knowledge, etymological knowledge and orthographic knowledge
SpG12
uses less common prefixes and suffixes including those which require changes to the base word (separation, explanation)
spells multisyllabic words including some with more complex letter patterns (democracy)
uses knowledge of Latin and Greek word origins to explain spelling of technical words (physical, maritime, vacuum)
SpG13
spells a range of challenging words with less common letter groupings (naive, cadence)
spells words with less common prefixes and suffixes (im-precise, employ ee)
spells less common plurals (foci)
explains how spelling can be a support to both reading and writing
explains the limitations of spell check features in digital communication
uses spelling rules and generalisations, word origins and visual memory to spell unfamiliar words
SpG14
monitors spelling in own texts and makes appropriate corrections
uses spelling knowledge and spelling resources to attempt complex, unfamiliar words (photosynthesis)
National Literacy Learning Progression – Phonological awareness description
Phonological awareness is the term used to describe the awareness of the constituent sounds of spoken words which can be distinguished in three ways: by syllables, by onset and rhyme and by phoneme (the smallest unit of spoken word). Learn more.
PhA3
orally blends two or three phonemes together to make a one-syllable word (a-sh,s-u-n, b-i-n, sh-i-p)
orally segments words of two or three phonemes into separate phonemes (c-a-t, s-u-n, k-i-ck)
identifies the number of phonemes that make up a spoken one-syllable word comprised of less than four phonemes
PhA4
orally blends four phonemes together to make a one-syllable spoken word (s-t-o-p, stop)
orally segments spoken words comprised of four phonemes into separate phonemes (fresh, f-r-e-sh)
identifies the number of phonemes that make up a given word
identifies the number of phonemes that make up a spoken, one-syllable word comprised of less than five phonemes
PhA5
says the new word when asked to delete an initial phoneme (phoneme deletion – cat, at; brat, rat)
says the new word when asked to substitute an initial, middle or final phoneme (phoneme substitution – c-a-t becomes b-a-t, bat becomes b-e-t, bet becomes b-e-ll )
says the new word when asked to add a phoneme (phoneme addition – all, ball; in, thin)
National Literacy Learning Progression – Phonic knowledge and word recognition
This sub-element describes how a student becomes increasingly proficient at using letter-sound relationships and visual knowledge as code-breaking skills. Phonic knowledge and word recognition are among the range of resources students use as they read increasingly complex texts. Learn More.
PKW3
Phonic knowledge
says the most common phoneme for taught, single-letter graphemes (b, a, m) and applies knowledge when reading decodable texts
blends phonemes of taught graphemes to decode VC (at) and CVC (bat) words and applies this knowledge when reading decodable texts
identifies first phoneme in words
orally segments and writes CVC words (c-a-t, h-a-t)
Word recognition
identifies two or more letters that are the same in two words (tell, bat)
reads taught high-frequency words in a decodable text and in the environment (the, to, I, no, go)
reads a familiar word in different contexts (brand names, book titles)
PKW4
Phonic knowledge
says the most common phoneme for all single-letter graphemes
writes/selects corresponding graphemes for all common phonemes
blends phonemes for all common, single-letter graphemes to read VC and CVC words and applies this knowledge when reading decodable texts
segments and writes VC and CVC words with letters in correct order and reads them aloud
Word recognition
reads an increasing number of taught high-frequency words in decodable texts and own writing (was, you, one, said, have, were)
PKW5
Phonic knowledge
gives examples of how a phoneme can be represented by more than one letter or letter combination (c, ck)
says short and long vowel sounds for letters a, e, i, o, u
reads single-syllable words with common double letters (ss – fuss, ll – will, zz – buzz, f – puff) and applies this when reading decodable texts
reads single-syllable words with taught consonant digraphs (sh, ch and ck – sh-i-p, r-i-ch, l-o-ck) and applies this when reading decodable texts
reads single-syllable words with common long vowels CVCe and applies this when reading decodable texts
reads one- and two-syllable words with common suffixes, applies when reading decodable texts and uses appropriately when writing (-ing, -ed,) (jumped)
segments and represents CCVC and CVCC words containing consonant digraphs and consonant blends (sh-o-p, b-e-s-t)
Word recognition
reads an increasing number of taught high-frequency words in decodable texts and different contexts (own writing, shared reading)
PKW6
Phonic knowledge
reads words with taught vowel digraphs (ee, oo, ay, ai, ea, oa, ow) and applies when reading decodable texts
reads two-syllable compound words with taught grapheme-phoneme correspondences (desktop, shellfish, carpark, farmyard) and applies when reading decodable texts
writes common words with taught consonant blends and vowel digraphs (trip, boat)
Word recognition
reads most common high-frequency words (100 or more) in connected text
PKW7
Phonic knowledge
reads CCVCC words (trust), CCCVC words (scrap), CCCVCC words (thrust) and applies when reading continuous texts
reads words with r-controlled vowel combinations ar, er, or, ur, ir and writes words accordingly and applies when reading continuous texts
applies common phonic generalisations (long e rule, soft c and soft g rule) when reading continuous texts
says and represents the new word when asked to delete a phoneme within an initial blend of a single-syllable word (spat/sat)
Word recognition
reads new words containing taught grapheme-phoneme correspondences in a variety of contexts without using obvious sounding out strategies
reads high-frequency words within a continuous text accurately and without hesitation (see Fluency)
PKW8
Phonic knowledge and word recognition
reads less common graphemes that contain alternative spelling for phonemes (/ch/tch/j/g/) and applies when reading continuous texts
reads multisyllabic words, including those with prefixes and suffixes, and applies when reading continuous texts (in-, ex-, dis-, -ful, -able, -ly)
reads words with silent letters in digraphs (kn, mb) and applies when reading continuous texts
PKW9
Phonic knowledge and word recognition
uses grapheme-phoneme knowledge and blending skills to read continuous texts containing multisyllabic, complex and unfamiliar words quickly and accurately.
National Literacy Learning Progression – Fluency description
This sub-element describes how a student becomes increasingly faster, smoother, more accurate and expressive in their reading aloud of progressively complex print texts. Learn more.
FlY1
reads aloud decodable texts word by word, with emphasis on one-to-one matching
reads with some intonation and expression
FlY2
reads decodable texts by phrasing two words at a time with some attention to expression
FlY3
reads aloud a decodable or simple text at a reasonable pace, grouping words into meaningful phrases (see Understanding texts)
uses punctuation cues and some intonation and expression
reads accurately at an efficient pace without overt sounding and blending
reads at 90 words per minute pace
FlY4
reads aloud a predictable text at a flowing pace, pausing to attend to more complex punctuation
uses effective intonation, stress and expression that indicate comprehension
maintains pace and accuracy when partner reading with an experienced reader
reads without finger tracing
FlY5
reads aloud a range of moderately complex texts with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression
varies pace according to purpose and audience
reads aloud with expression that reflects the author’s purpose and meaning (see Understanding texts)
FlY6
reads aloud a range of moderately complex and sophisticated texts which include multisyllabic words and complex sentences with fluency and appropriate expression
consistently and automatically integrates pausing, intonation, phrasing and rate
National Literacy Learning Progression – Understanding texts
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. This sub-element is organised into three subheadings: comprehension, processes and vocabulary. Learn more.
UnT1
Comprehension
demonstrates interest in texts
recognises illustrations in texts
recognises some icons or symbols from the environment (familiar logos)
Vocabulary
names familiar objects in texts (apple, table, boy)
names some familiar icons or symbols in the environment (school crossing sign)
UnT2
Comprehension
listens to texts read by an adult
repeats fragments of text
invents a spoken text based on images
Processes
recognises symbols and words in texts (recognises own name)
shows awareness of correct orientation of text (the book is the right way up)
imitates reading behaviour, beginning at the front and finishing at the back of the book
Vocabulary
names familiar objects in texts and adds some detail (the apple is red)
UnT3
Comprehension
listens actively to a range of texts read by others
engages in group discussion about a text
talks about images and/or some printed words in a text
answers and poses mainly literal questions about the text
Processes
distinguishes features of the text (images, words, numbers)
locates the front and back of a book and turns pages correctly
locates the starting point for reading on a page or screen
uses touch or click features to navigate a text (clicks arrows to move text along, uses pause/play button to start/stop text, clicks icons to view specific aspects of screen-based texts)
Vocabulary
asks questions to find out meaning of unfamiliar words
knows and can use words in discussions that have been encountered in simple texts
UnT4
Comprehension
reads and views simple texts with adult support (see Text complexity)
demonstrates understanding of a range of texts read by adults
makes relevant comments or asks relevant questions to demonstrate understanding of the text
makes connections between texts and personal experiences
makes predictions (uses the cover of a book or screen image to predict the content)
identifies simple grammatical features (identifies verbs to follow a set of instructions) (see Grammar)
pauses or appeals for support when meaning is disrupted
identifies sentence boundary punctuation (see Punctuation)
Vocabulary
demonstrates understanding of common morphemic word families when reading (identifies the word run in running)
recognises repeated words in a simple text (see Text complexity)
UnT5
Comprehension
reads and views simple texts independently (see Text complexity)
listens to texts to engage with learning area content (a text about family histories)
views and discusses the content and features of texts with predictable structures (identifies new or learnt information after reading)
expresses an opinion or preference for a topic or text
infers meaning by integrating print, visual and audio aspects of simple texts
identifies some differences between imaginative and informative texts (different styles of images in a fairy tale and instructions for a game)
recounts or describes sequenced ideas or information from simple texts with print and visual elements
Processes
uses phonic knowledge, word recognition, sentence structure, punctuation and contextual knowledge to read simple texts (see Phonic knowledge and word recognition) (see Text complexity)
pauses when meaning breaks down and attempts to self-correct
uses visual and auditory cues to build meaning in multimodal texts (colour, shape and size of images, sound effects)
selects appropriate reading paths when reading simple texts and navigates simple screen-based texts for specific purposes
Vocabulary
identifies key words and the meaning they carry (nouns, verbs)
shows awareness that homonyms have different meanings in different contexts (right, mean, bat)
shows awareness of words that sound the same but are spelt differently (their, there, know, no)
UnT6
Comprehension
reads and views simple texts and some predictable texts (see Text complexity)
locates specific information in a predictable print text or a given set of digital sources
describes the purpose of informative, imaginative and persuasive texts
draws inferences and explains using background knowledge or text features (infers character’s feelings from actions)
makes connections within and between texts (between spoken and written texts that present similar information)
discusses how new information builds on current knowledge (I know that insects have wings but I didn’t know all insects have six legs)
recounts or describes the most relevant details from a text
Processes
recognises when meaning breaks down, pauses and uses phonic knowledge, contextual knowledge, and strategies such as repeating words, re-reading and reading on to self-correct (see Phonic knowledge and word recognition)
identifies parts of text used to answer literal and inferential questions
identifies connectives that develop coherence between ideas or events (tracks pronoun referencing) (see Grammar)
identifies phrases that provide ‘chunks of meaning’ within a sentence (noun, verb and adjectival groups) (see Fluency and Grammar)
recognises the effect of punctuation on meaning
identifies common features in similar texts (photographs in informative texts)
Vocabulary
uses morphological knowledge to explain words (help (base) + less (suffix) = helpless)
discusses the vocabulary and visual features of texts
identifies creative use of language (a very tall character is called ‘Tiny’)
uses context and grammar knowledge to understand unfamiliar words (the word vast in the phrase vast desert)
UnT7
Comprehension
reads and views predictable texts and some moderately complex texts (see Text complexity)
identifies the main idea in a predictable text
identifies the purpose of predictable texts and moderately complex texts
monitors the development of ideas using language and visual features (topic sentences, key verbs, graphs)
recognises that texts can present different points of view
distinguishes between fact and opinion in texts
interprets visual elements in multimodal texts (salience, framing, colour palette)
compares and contrasts texts on the same topic to identify how authors represent the same ideas differently
answers inferential questions
Processes
monitors reading for meaning using phonic knowledge and contextual knowledge and selecting strategies such as re-reading and reading on) (see Phonic knowledge and word recognition and Fluency)
identifies simple language and text features that signal purpose (diagrams, dialogue)
cites text evidence to support inferences
uses common signposting devices such as headings, subheadings, paragraphs, navigation bars and links to navigate texts
Vocabulary
interprets creative use of language (figurative language, metaphor, simile, onomatopoeia)
explains how unfamiliar words can be understood using grammatical knowledge, morphological knowledge and etymological knowledge
describes the language and visual features of texts using metalanguage (grammatical terms such as cohesion, tense, noun groups)
recognises how synonyms are used to enhance a text (transport, carry, transfer)
draws on knowledge of word origin to work out meaning of discipline-specific terms (universe)
UnT8
Comprehension
reads and views some moderately complex texts (see Text complexity)
identifies author’s perspective
accurately retells a text including most relevant details
evaluates the accuracy of texts on the same topic or texts that present differing points of view or information
explains how authors use evidence and supporting detail in texts
poses and answers inferential questions
Processes
uses prior knowledge and context to read unknown words (uses morphemic knowledge of ‘explosion’ to decode ‘explosive’ and uses context and knowledge of metaphorical use of language to understand ‘explosive outburst’.)
uses knowledge of cohesive devices to track meaning throughout a text (connectives such as however, on the other hand) (see Grammar)
uses knowledge of the features and conventions of the type of text to build meaning (recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
identifies language features used to present opinions or points of view
skims and scans texts for key words to identify main idea
Vocabulary
use knowledge of prefixes and suffixes to read and interpret unfamiliar words
identifies how technical and discipline-specific words develop meaning in texts
recognises how the use of antonyms, synonyms and common idiomatic language enhance meaning in a text
understand precise meaning of words with similar connotations (generous, kind-hearted, charitable)
UnT9
Comprehension
reads and views moderately complex texts (see Text complexity)
identifies the main themes or concepts in moderately complex texts
summarises the text identifying key details
compares and contrasts the use of visual elements in multimodal texts with similar purposes
interprets and integrates visual, auditory and print elements of multimodal texts
identifies how authors create a sense of playfulness (pun, alliteration)
builds meaning by actively linking ideas from a number of texts or a range of digital sources
interprets point of view or perspective in a moderately complex text
justifies an opinion or response by citing evidence from a text
evaluates text for relevance to purpose and audience
classifies ideas or information for a set task or purpose
Processes
uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning
uses knowledge of a broader range of cohesive devices to track meaning (paragraph markers, topic sentences) (see Grammar)
selects reading/viewing pathways appropriate to reading purpose (scans text for key phrase or close reading for learning)
analyses how language in texts serves different purposes (identifies how descriptive language is used differently in informative and persuasive texts) (see Grammar)
judiciously selects texts for learning area tasks and purposes
distils information from a number of sources according to task and purpose (uses graphic organisers)
Vocabulary
identifies language used to create tone or atmosphere
analyses language and visual features in texts using metalanguage (paragraph, apostrophe, camera angle)
applies knowledge of root words and word origins to understand the meaning of unfamiliar, discipline-specific words
uses a range of context and grammatical cues to understand unfamiliar words
UnT10
Comprehension
reads and views moderately complex or some sophisticated texts (see Text complexity)
interprets abstract or more remote content
analyses visual text to identify point of view
recognises layers of meaning
synthesises information from a variety of complex texts
evaluates the effectiveness of language forms and features used in moderately complex or some sophisticated texts
evaluates the reasoning and evidence in a persuasive text
explains how context (time, place, situation) influences interpretations of a text
analyses the author’s perspectives in moderately complex or some sophisticated texts
analyses the techniques authors use to position readers
recognises when ideas or evidence have been omitted from a text to position the reader
Processes
integrates automatically a range of processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build meaning
applies and articulates criteria to evaluate the structure, purpose or content of a text
describes how sophisticated cohesive devices establish patterns of meaning (class – subclass, cause–effect)
selects and cites the most appropriate evidence from a text to support an argument or opinion
Vocabulary
demonstrates an understanding of nuances and subtleties in words of similar meaning (frustrated, discouraged, baffled)
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