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Curriculum & Enrichment

Phonics

Vision and intent for Phonics

 Our aim at Temple Meadow is to make teaching and learning as enjoyable as we can. To that end, we adopt an Irresistible Learning approach to our curriculum – packaging learning in a way that allows us to create memorable and adaptable learning experiences which include all National Curriculum requirements.

Cultural capital considerations for Learning 4 Life

Given our context linked to high levels of deprivation, we are aware of the high need to support development of Temple Meadow pupils’ cultural capital. This is key to their future success in their next stage of education and in future life. We plan to ensure that the experiences we provide through our phonics curriculum and by connecting learning across subjects, gives them confidence and the capacity to succeed in the future and to support a long term aspiration of all UK pupils achieving in society.

Implementation of Learning 4 Life

We ensure pupils gain a clear understanding of often complex concepts by ensuring we allow for concrete and hands on learning as a means to develop abstract understanding.

National Curriculum coverage

We implement all NC expectations for Phonics. At Temple Meadow we use the Letters and Sounds document and our own teaching and learning practices ensuring full coverage and speedy decoding of unfamiliar words.  

Phonic phases

From when children begin school in Nursery they begin Phonics working through the phases. There are six phases in the letters and sounds document.

Phase 1: Supports oral segmenting and blending of words. Teaching is primarily listening activities. Teaching and learning should continue throughout KS1 and KS2.

Phase 2: Pupils are taught to blend and segment. There is a systematic approach to teaching grapheme phoneme correspondence.

Phase 3: Continuation from phase 2. By the end of phase 3 children will know one way of writing down each of the 44 phonemes.

Phase 4: Pupils to blend and segment words with adjacent consonants e.g. truck

Phase 5: Pupils learn new grapheme phoneme correspondences and split digraphs. It also introduces the idea that some graphemes can be pronounced in more than one way.

Phase 6: Reinforces phase 5 and begins to explore spelling rules

 

Timetabling

In Nursery, Recpetion and Year 1 phonics is taught in 20-30 minute sessions daily for all pupils. Year 1 pupils also have daily afternoon phonic lessons. For pupils who do not pass the phonics screening test in Year 1, (or just met the threshold) there are interventions in plac

Vocabulary

Vocabulary has high focus and children are expected to develop a secure understanding of required terms.

Important vocabulary to be taught: Phoneme, grapheme, digraph, trigraph, blending, segmenting.

Retrieval practice

To support retrieval over time we build in fun and engaging retrieval events. For phonics these include:

  • Circle games such as pass the bag and clap, clap
  • Interactive whiteboard games.

Inclusion

Teachers are always mindful of inclusion and differentiation. Learning must meet the needs of all pupils.

Making connections to other subjects

Phonics is vital for all areas of the curriculum. Children are supported to use phonics in all subjects.

Enabling learning environments

All Phonic teaching spaces have a Phonic learning wall. This will include the phoneme and tricky words you are teaching in the Letters and Sound phase. Children can add focus sounds to the learning wall and can be used throughout the day to support children applying their Phonic knowledge in their writing.

If children are learning Phase 2, their learning wall will look similar to:

Resources

Pupils are taught using a range of resources for example, letter cards, word and picture matching games etc

Enabling learning environment and in class display

All Phonic teaching spaces have a Phonic learning wall. This will include the phoneme and tricky words you are teaching in the Letters and Sound phase. Children can add focus sounds to the learning wall and can be used throughout the day to support children applying their Phonic knowledge in their writing.

If children are learning Phase 2, their learning wall will look similar to:

If children are learning Phase 3, their learning wall will look similar to:

If children are learning Phase 5, their learning wall will look similar to:

As children learn a new sound, they will then add this to the learning wall to eventually create the learning wall similar to the final picture.

 

Phonic table tops 

In Early Years, each classroom should have a Phonics Table Top activity for the children to access during independent learning. These will need to be refreshed regularly to ensure we maintain children’s curiosity and engagement.

In Year 1, each classroom should have a Phonics Table Top activity for the children to access during independent learning in the Autumn term.

 

Phonic assessment and screening

At the end of Year 1 (June) children will be assessed using the National Assessment materials. The phonics screening check is a short, light-touch assessment to confirm whether individual children have learnt phonic decoding to an appropriate standard. It will identify the children who need extra help so they can be given support in reading.

Children’s progress is continually reviewed to allow for movement between Phase groups, and children move Phonics group when it is necessary to meet their needs. Children are formally assessed once they have completed a Phonic phase using our Temple Meadow Phonic assessment. Year 1 children and Year 2 children who are going to be rescreened also carry out a mock Phonic screening assessment in Autumn 2 and Spring 2. 

After each assessment, teachers input the Phonic scores onto the Phonic tracker. From these assessments, teachers must create a curriculum map and identify where the gaps are for each child which informs their Phonic planning. This is to be kept in their Phonic folder. Children who are working at the end of Phase 5 on the tracker also complete a Phonic screening assessment. If children get 32 they are then moved onto the spelling curriculum.

Working with parents, home learning and clubs

There are a number of workshops held throughout the year in order for parents to become familiar how we teach phonics to support children at home. There are game based workshops for Nursery, Reception and Year 1. There is also an extra workshop for target children in year 1.

All children are given Phonics homework each week consolidating the learning episodes taught at school. In addition, Year 1 pupils and any pupils to be re-screened have a practise screening check each half-term to use at home.

Phonics club to give key pupils support with phonics.

Outdoor learning

Where possible learning can be taken outside. Outdoor phonic games can be used to engage children. Early years outdoor area to have accessible phonic resources and adults to facilitate activities involving phonics.

 

 

 

 

Contact Us

Temple Meadow Primary School
Wrights Lane
Cradley Heath
West Midlands
B64 6RH

01384 569 021