Subject intent (The ‘why’)
Reading is fundamental. In fact, it is one of the most important ingredients to becoming all that you can be. Reading develops your brain, provides a window into the world around you and helps you do better in all school subjects. Most importantly, reading can not only help you become a better student, but a better person. You can learn from the brightest people whenever and wherever you choose.
You learn to write better by reading. You learn to read better by writing. Reading and writing work together to improve your ability to think.
Why teach it?
Phonics is taught on a daily basis so that children learn how to fluently read and write by the time they leave the school. They should be able to apply their phonics skills to reading and writing across the curriculum to support their learning in other areas. Children should be supported to see the great personal value of being able to read. The school provides a culture where reading for enjoyment is a key part of learning every day.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
• develop ‘phonological fluency’ right from the start
• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
Additional Hazeldown Aims
Parents are given a great deal of support with how to help their children with using phonics skills for reading at home. They have an in-depth phonics session before their child starts school. We support local nurseries, where needed, with how to teach early phonics through the Early Years Hub. We offer Literacy workshops for both key stages and invite parents to attend phonics sessions when their child is in the Reception class. On our website, we have provided an example of a teacher pronouncing letter sounds correctly as well as videos of a teacher reading with children as well as simple phonics games to support oral blending.
Planned content – EYFS
Children will be taught to read and write using the Hazeldown Systematic Synthetic Phonics Programme.
Autumn Term: Phase 2 Grapheme Phoneme Correspondences, plurals, phoneme position, letter names
Spring Term: Phase 3 Grapheme Phoneme Correspondences, alphabetical order
Summer Term: Phase 4. Words with adjacent consonants, polysyllabic words, alphabetical order
Planned content – Year One
Autumn 1: Revisit Phase 3 Grapheme Phoneme Correspondences,
Autumn 2: Teach Phase 5 Grapheme Phoneme Correspondences alongside phase 3 and using phase 4 words.
Spring: Teach Phase 5 Grapheme Phoneme Correspondences, plurals, suffixes, contractions
Summer: Teach Phase 5 Grapheme Phoneme Correspondences, plurals, suffixes, contractions
Planned content – Year Two
Use the No-Nonsense Spelling Programme. (Autumn: Continue with phase 5 as part of No-Nonsense Spelling lessons and according to the needs of children). Support those children who did not pass the phonics screening test to retake and pass.
Planned content – Key Stage Two
Continue to use the No-Nonsense Spelling programme to reinforce phonics already taught in Foundation and Year One.
First 100 high frequency word work sheets can be found below. Sheets 1- 21.
Next 200 high frequency word work sheets can be found below. Sheets 22-62