Phonics
Intent
At The New Forest C. of E. Primary School, we are passionate about ensuring all children become confident, enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through daily, systematic and consistent high-quality phonics teaching, children learn to segment words to support their spelling ability and blend sounds to read words. We believe that teaching children to read and write independently is one of the core purposes of a primary school enabling them to access a broad and exciting curriculum and ensuring they flourish as learners throughout their time at our school. These fundamental skills not only hold the keys to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances.
Implementation
Alongside phonic sounds, we also teach tricky words that are not phonetically plausible at KS1. If children continue to need support in their phonics learning at KS2 we use precision teaching or 5-minute box interventions to support their learning. At KS2 we continue to teach phonics to support spelling and reading.
|
|
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
|
Nursery |
Phonological Awareness |
|||||
|
EYFS |
s,a,t,p,I,n,g,o,c,k ck,e,u,r, a,is,I,and,go |
h b f ff l ll, j v w x no so to do into has his the, he be me we was her |
y z zz qu, sh ch th ng my by you are all she put push pull full they of |
ai ee igh oa, oo oo ar or er ow oair ear ure i nk
Revise all tricky words |
Review and revise all graphemes
Reading and spelling CVC, CVCC and CCVC, CCVCC, CCCVC and CCCVCC words
Some, come, love, have, here, there, were, out, house, one, once, what, when, said, ask, little, like |
Review and revise all graphemes
Poly-Syllabic words, alphabet, upper and lower case letters |
|
Year 1 |
Ai, ay, a-e, Ee, ea, e-e Igh, ie, i-e Oa, ow, o-e
Again, people, friend, your, our, oh, asked |
Oo, ew, u-e, oi and oy or aw and au er ur and ir
school, where, their, Mr, Mrs
|
ow and ou wh and ph air are and ere ear eer and ere
please, because, any, many, want, water, great, break, who, whole
|
Revise and review all new grapheme
|
Revise and review all new grapheme
CVC, CVCC and CCVC, CCVCC, CCCVC and CCCVCC words
Poly-syllabic words
Move, prove, door, poor, floor |
Revise and review all new grapheme
Compound words, plurals, verb endings
Phonics screening test
Eye, shoe, hour, half, parents, busy, pretty, beautiful, |
|
Year 2 |
Review and assess Year 1 sounds and tricky words
ey y ie (making the /ee/ sound) s se ce (making the /s/ sound) ge dge g
Reading and spelling
oh again Mr Mrs people friend school asked your our where their |
kn gn nn (making the /n/ sound) le el al (making the /l/ sound) a ar ore (making the /or/ sound)
Reading and spelling
please because any many want water great break who whole
|
· s ti ci (making the /sh/ sound) · wr (r) · o (u) a (o) or (er)
Reading and spelling
move prove door poor floor eye shoe hour half parents busy pretty beautiful |
Revise and review all new grapheme
Suffixes –ed, –ing, –er, –est and -y
Poly-syllabic words
Continue to read and spell tricky words |
Adding –es to nouns and verbs ending in y
Suffixes –ment, -ness, -ful, - less and -ly Week 17 |
Revise and review all new grapheme
Contractions
Homophones |
Our scheme of work is ' Song of Sounds'
Impact
Teachers measure the impact of the curriculum through formative and summative assessment. From this assessment teachers will adapt and change their planning according to the needs of all of the children. Subject leaders will also measure the impact of the curriculum through learning walks, pupil voice and teacher surveys. Individual pupil data, in accordance with objectives within the National Curriculum, is collected and analysed three times a year. This data is recorded on the school’s electronic data base (INSIGHT) to monitor attainment and progress.
'Song of sounds.' Parent guide.