English and Phonics
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:
Here at Barby, to ensure that the children have an opportunity to develop their skills in all of the above areas, we have adopted the Talk for Writing approach to our literacy teaching. Through Talk for Writing, children investigate and imitate a model text. This gives children to opportunity to play the tune of tale before learning to write it. They will then develop their understanding of how to write for a particular focus by adapting the model text. The final stage of the process is to apply what they know through independent writing.
Throughout this process, we take great delight in sharing lots of other stories and literature, to investigate the way the text is written and how we can learn from those authors. Children are then given lots of opportunities to practice these skills in their independent writing.
We believe that children reading for pleasure is paramount to children’s success in both reading and writing. Therefore our approach to the teaching of reading is underpinned by a love of books. The Talk for Writing process enables children to share stories, be a part of the story creation, and create their own. During lesson time, children will also be taught a variety of skills to help them to: make sense of what they’ve read, make inferences, retrieve information or ideas, sequence information, summarise and make predictions about what is about to happen next. All while hearing a variety of texts.
Read our detailed reading intent statement here.
Phonics is taught daily across Key Stage 1 using a structured multi sensory approach. This means that we make sure that the children have the opportunity to hear, see and feel the sounds and letters. The children are taught pure sounds (‘b’ rather ‘buh’) to help them decode words that they see and quickly build those sounds, blending them together to make simple words. At the same time as learning to read the letters, the children are also taught how to write them too. Some words cannot be blended together phonetically so we teach these words separately.
We consolidate our knowledge with lots of games, encouraging the children to think about the sounds that they can hear and the combinations of letters needed to make these sounds.
We follow the Letters and Sounds Programme and more information about this can be found at: http://www.letters-and-sounds.com/
Our expectations of progress through the programme is as follows:
|Phase||Phonic Kowledge and Skills|
|Phase One (Nursery/Reception)||Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
|Phase Two (Reception) up to 6 weeks||Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three (Reception) up to 12 weeks||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.|
|Phase Four (Reception) 4 to 6 weeks||No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five (Throughout Year 1)||Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six (Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|