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 Phonics are taught not as an adjunct but rather an intrinisic part of our methodology. Whilst we encourage pupils to always want to venture an answer, we do point key phonetic features as and when their mispronunciation impedes meaning.
Routine lesson activities to develop the sound to spelling link underpin most lessons and these include:
Reading aloud as a classChoral repetitionFaulty echo tasksDelayed dictations

New language is presented using a mixture of sentence builders and parallel texts and we adopt the READ approach.
Reading aloud to the class and reading together as a class are  absolutely key to the introduction of new and familiar sounds
On presenting new language

We Ring the vowel combinations

We Emphasise the accents

We Asterisks the silent letters

We Double underline the double letters

 

At topic level, each half term has a topic which sits with one of the GCSE Themes.

Identity and Culture; 

Local, National, International and Global areas of interest; 

Current and Future Study and employment

Our communcation functions are visited in each half term and therefore are the recurrent elements of our curriculum which permeate each lesson.

Within each topic students are taught how to be....

-Giving their opinion 

-Explaining their opinion 

-Asking questions

-Extending their sentences 

-Adding variety to their sentences

-Using verbs with infinitives

-Using three time frames

We believe that the constant revisiting of these functions, coupled with the phrases and grammar behind them, provides students with a solid fonudation. The early taste of fluency helps students to feel confident at an early age.

For example, a Year 7 student is able not only to say which pet they have but also which pets they have had, and would like and why.

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