The Early Years Curriculum supports the children’s’ emotional, social and academic development. At Boundary, we aim to provide a stimulating and exciting environment for the children to develop the early skills they need through a range of creative activities such as mark making, malleable, technology, constructing and building, exploring, problem-solving and physical development both inside and outside the classroom. These approaches help the children to develop independence, the skills of problem-solving and critical thinking. The children will be taught key skills in reading, writing and mathematics through child-initiated play and focused led activities.
Right from the start, children are taught to tune into sounds which they hear in both the classroom and outdoor environment. They learn how to listen through story, games, rhymes and social interaction. As a school we use Letters and Sounds to support the teaching and learning. Children are taught phonics daily for a minimum of 20 minutes. The children are initially taught to segment and blend word orally and then move on to segmenting and blending to read words, captions and sentences. As the children develop at different rates they then join differentiated daily phonics groups that are specific to their needs. Some children receive additional phonics sessions during the day if this is required. Children receive one to one intervention sessions with a reading teacher to support them if they are falling behind.
The teaching of phonics at Boundary is a curriculum priority. This is because good phonic skills ensure that the children make good progress with reading, writing and spelling.
The daily phonics sessions are very focused and follow the teaching sequence below.
Phonics Teaching Sequence
• Revise and review- this part of the session revisits know sounds, common exception words and may include segmenting and blending of words using known sounds
• Teach- this part is where new sounds and/or common exception words are explicitly taught
• Practice/Apply- this part of the session gives children the opportunity to apply the new sounds and words they have been taught with either a reading or writing focus.
• Revisit- this part of the session revisits key learning and addresses any misconceptions.
In addition to daily phonics children are provided with decodable reading books, which include sounds they can recognise confidently. Children can therefore practice the skills they have been taught at school at home with their parent or carer allowing them to become successful readers.
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