If you would like to know more about our curriculum please click on the link below to access our curriculum statement
Holtsmere End Infant and Nursery School Intent, Implementation and Impact statement
National Curriculum Programmes of Study - We plan our curriculum using the National Curriculum descriptors. Please see below for each subject area.
National Curriculum Mathematics
National Curriculum Art and Design
National Curriculum Design Technology
Hertfordshire Agreed Syllabus for Religious Education
Nursery Curriculum Overview Autumn 1 2019
Reception Long Term Overview 2019-20
Year 1 Curriculum overview 2019-20
Year 2 Curriculum overview 2019-20
Year 2 Autumn 1 2019 'Oh I do like to be beside the seaside' Curriculum Overview
Curriculum knowledge organisers
Phonics at Holtsmere End Infant and Nursery School
Phonics Statement
Phonics is taught in a highly structured programme of daily lessons across Early Years and KS1 in groups differentiated according to children’s phonic awareness and development. The DFE Letters and Sound programme is followed, providing a synthetic approach to the teaching of phonics.
Each session gives an opportunity for children to revisit their previous experience, be taught new skills, practise together and apply what they have learned. The phonic sessions are fun, fast paced, interactive and multi-sensory.
Phases of the Phonics Programme
Children in Nursery begin with Phase 1 which provides a range of listening activities through play, to develop their listening skills. Progress is tracked at the end of each term. As children move into Reception they continue to build upon the listening activities and are introduced to Phase 2 which marks the start of systematic phonic work. Grapheme-phoneme correspondence is introduced. The process of segmenting whole words and selecting letters to represent those phonemes is taught writing the letters to encode words. Phase 3 completes the teaching of the alphabet and then moves on to cover sounds represented by more than one letter, learning one representation for each of the 44 phonemes. At this stage just one grapheme (spelling) is given for each phoneme. When children become secure they continue into Phase 4 where they start to read and spell words containing adjacent consonants. No new phonemes are introduced at this phase. It is expected that children will enter Phase 5 as they begin year 1, broadening their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. It is expected that children entering Year 2 will start Phase 6 which develops a variety of spelling strategies including homophones (word specific spellings) eg see/ sea, spelling of words with prefixes and suffixes, doubling and dropping letters where necessary. Also the accurate spelling of words containing unusual grapheme-phoneme correspondences eg laughs, two.
Phonics Assessment
Children’s progress is continually reviewed to allow for movement between ability groups, and children move phonics group when it is felt necessary to meet their needs. Children are formally assessed at the end of each term.
The national Phonics screening check is performed in June of Year 1. The purpose of the screening check is to confirm that all children have learned phonic decoding to an age-appropriate standard. The children who did not meet the required standard for the check in year 1 enter again in year 2 with additional support.
Pronunciation
https://www.youtube.com/watch?v=IwJx1NSineE48
Letters and Sounds
http://www.letters-and-sounds.com/
Spelling - Common Exception Words
Year 1 - Common Exception Words
Year 2 - Common Exception Words
Handwriting
We use the Letterjoin programme to teach children to form their letters correctly and write with 'flow'.
Please click below to access our 'Letterjoin' resources which aid children's handwriting
HAPPY LEARNERS. AIMING HIGH
