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Phonics

At Royal Park, we follow the Letters and Sounds programme using the Jolly Phonics approach to learn sounds using an action.

Nursery
They start phonics lessons in the spring term  learning one new sound a week.

Monday: Handwriting patterns and Phase 1 listening games
Tuesday: Handwriting patterns and Phase 1 listening games
Wednesday: Write dance*
Thursday: Introduce letter name and sound/action (discuss words with sounds in)
Friday: Recap letter and sound. Focus on forming the letter on whiteboards. 

*Write Dance is an approach and a method that provides movement opportunities so children can develop the physical skills needed to develop their handwriting skills. The movement is driven by the music and the underlying principle is enjoyment to build confidence.

The main focus is on the three prime areas of EYFS: communication and language, physical development and personal, social and emotional development, in particular:

  • Listening
  • Understanding- developing comprehension of different words.
  • Speaking- clear and correct pronunciation of sounds and words.
  • ​Developing gross and fine motor skills  (Fine motor skills are the skills to make movements using the small muscles in our hands and wrists.  Gross motor skills are those skills that involve the whole body and the muscles of your arms and legs).
     

Reception
Children learn a new sound everyday. 

Autumn 1:  Phase 2

  • Learn letters in the alphabet and their corresponding sound/action. 
  • Form letters using cursive handwriting and writing on a line.
  • Think of words with the sounds they are learning in and develop understanding of words.

Autumn 2: Consolidate Phase 2

  • Recap letters in the alphabet and their corresponding sound/action.
  • Form letters, both lower case and upper case (capital) and begin to understand when to use them.
  • Think of words their own words with the sound they are learning in.
  • Begin to segment and blend and to read and write simple words.

Spring 1: Phase 3

  • Learn phase 3 digraphs and trigraphs.
  • Understand that a digraph is two letters that make one sound and a trigraph is three letters that make one sound.
  • Identify the letters and their corresponding sound/action.
  • Think of words their own words with the sound they are learning in.
  • Segment and blend to read and write simple words (use sound buttons to identify sounds and join the letters in the digraph and trigraph).

Spring 2: Consolidate Phase 3

  • Recap phase 3 (digraphs and trigraphs).
  • Identify the letter name and their corresponding sound/action.
  • Think of words with sound in and begin to write a simple sentence.

Summer 1: Phase 4

  • Children are introduced to phase 4 blends.
  • They begin to understand that blends are groups of sounds that blend together. Each letter within the blend is pronounced individually, but quickly.
  • Think of words with sound in and begin to write a simple sentence.
  • They segment and blend to read and write words (use sound buttons to identify sounds).

Summer 2: Consolidate Phase 4

  • Recap phase 4 blends.
  • Begin to write words and sentences independently.

Year 1

Children build on their learning from reception. 

Autumn 1: Recap phase 2,3 and 4

  • Chidren focus on phase 3 phonics and recap one sound a day.
  • They practise reading and writing words and writing sentences.

Autumn 2: Phase 5 

  • Children learn one new sound a day.
  • They are introduced to new sounds and they begin to recognise that some have alternative spellings e.g. ‘ai’. ‘ay’ ‘a_e’.
  • Practise reading and writing words and writing sentences.

Spring1 - Summer 2: Phase 5 continued

  • Phase 5. 
  • The children begin to learn more alternative pronunciations and alternative spellings of sounds in words. e.g. the letter c in circus makes the ‘sss’ sound.
  • They practise reading and writing words and sentences.

Year 2:

Recap Phase 5 and begin leaning spelling, punctuation and grammar (SPaG).