Phonics Curriculum Intent

At Hale Academy we believe that Systematic Synthetics Phonics is vital in developing a multitude of skills that children require in order to become confident and competent in speaking and listening, reading and spelling. We believe that daily phonics lessons following Letters and Sounds enable children to successfully learn, practice and apply phonics skills such as segmenting and blending in order to communicate effectively and to read and spell accurately. We aim to deliver engaging and active phonic lessons throughout the early years and in key stage one that promote maximum participation from all and embed phonics knowledge that can be applied across the curriculum and in a range of context.

Phonics Curriculum Implementation

At Hale Academy phonics is taught daily in Nursery, Reception and Key Stage One following the progression set out in Letters and Sounds. This document covers 6 phases which are taught in Nursery through to Year 2. The coverage of phases is stated below.

Phase 1 - Nursery

Phase 2, 3 and 4 - Reception

Phase 5 - Year 1

Phase 6 - Year 2

Lessons are planned for and are delivered following the four-part structure of Revise, Teach, Practise and Apply. This approach ensures that previous learning is revisited, new sounds are taught at pace, whilst providing the opportunity for children to practise and apply their phonic skills. Through quality phonics lessons children are taught the relationships between sounds and their written spelling patterns, or graphemes, which represent them and are taught to successfully segment and blend words accurately so that they can read words aloud (decode words) and apply sound knowledge to write (encode words). Phonics is delivered in a whole class format with small groups and individuals being supported by the class teacher and learning support assistant. Phonics skills are applied and embedded throughout the curriculum as teachers model shared reading and writing across all subjects.

Pupils have regular reading sessions with an adult and we ensure the pupils are regularly practising and applying their phonics knowledge. Regular assessments inform planning whilst ensuring that children are making the expected progress. Children who are not making the expected progress in phonics are supported further by taking part in daily reading and phonics intervention activities.

Subject Progression Map

Subject progression maps can be found here

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