|Design and Technology||Mrs Holden|
Letters and Sounds is the resource we use at Bempton to support the systematic teaching of phonics. Children begin the Letters and Sounds programme at the start of Reception year and continue across Key Stage 1 (Years 1 and 2).
Every child between Reception and Year 3 has a 15-20 minute phonics session every morning.
The Letters and Sounds programme is separated into six Phases - your child's teacher will be able to tell you which Phase your child is currently working on.
Below, you will find links for each Phase. For each Phase there is a brief explanation of what is taught and a selection of resources (word cards, games & record sheets) which you can use to support your child's learning.
If you require any further support, please come into school and speak with your child's class teacher or our English Leader, Miss Bettley.
We hope the following glossary is useful to you when using our Letters and Sounds pages. Always feel free to come in and talk to us if you require any further support.
Blending is the skill of joining sounds together to read words. Children are taught to say the separate sounds in a word and to then blend them together to decode the word.
A digraph is a sound that is represented by two letters e.g. the sound 'a' in rain is represented by the digraph 'ai'.
A grapheme is a visual representation of a sound e.g. a letter or a group of letters.
Some sounds are represented by a single letter whilst others are represented by more than one letter.
|A phoneme is a unit of sound e.g. the word 'cat' contains three phonemes; c - a - t.|
|Segmenting is the opposite of blending. Children are taught to segment a word into its separate sounds in order to spell it.|
|A split digraph is a digraph that is separated by other letters e.g. the sound 'a' in the word take is represented by the split digraph a-e.|
Pupils are encouraged to enjoy reading and given opportunities to share a wide range of books and other reading material. All children have access to the School Library which provides resources to support topic work, as well as collections of stories and poems, fiction and non-fiction texts. Children can therefore access a wide range of books, with varying levels of difficulty (banded so they are appropriate to the child's standardised reading age), which they are encouraged to read for pleasure and information.
The reading schemes we use in school are:
Project X (to engage boys)
Usbourne First Readers
Oxford Reading Tree
In order to build a sense of home/school partnership,pupils are encouraged to read daily at home. The support and encouragement of parents is sought and valued.
Follow the link below to find useful information on reading and free e-books
At Bempton Primary we teach every child the importance of good spelling. We want every child to be a competent speller and to take a keen interest in the spelling and meaning of words. Being a competent speller boosts a child's confidence; relying on spell checkers and other gadgets is not a substitute for learning the art of spelling.
For younger children, the teaching of spelling is linked to the teaching of phonics e.g. as they learn to 'sound out' words, for the purpose of reading, they learn to apply the same skills when spelling words. Children will typically begin by learning to spell simple VC (vowel / consonant) words e.g. at / it / in / on. They will then progress to CVC (consonant / vowel / consonant) words e.g. cat / hit / not / sad. As they learn each of the vowel digraphs (where a pair of letters represents one sound e.g. the sound 'a' is represented by 'ai' in 'rain'), children will learn to apply these when spelling words e.g. hay / night / out. From here, children will progress to spelling phonetically regular words of more than one syllable.
As children move into Key Stage 2 (Years 3 to 6), they are taught to spell increasingly complex words, many of which do not conform to regular rules or patterns. The national curriculum sets out the type of words children should typically be able to spell by the end of Year 4 and Year 6. These lists are included below.
Being a competent speller requires regular practice and attention to detail. Parents can support the work of the school by practising the spellings your child brings home each week. If you would like any additional information or support, please speak with your child's class teacher.
Year 3/4 Spelling List
The 2014 national curriculum provides a list of words which children should be able to spell by the end of Year 4.
Year 5/6 Spelling List
The 2014 national curriculum also provides a list of words which children should be able to spell by the end of Year 6.
At Bempton Primary we teach all children (from Year 1 upwards) a cursive script as a way of promoting excellent handwriting and presentation across the school. A cursive script is a continuous script where every letter starts on the line. The alphabet below demonstrates this:
Every child's writing develops at a slightly different pace (as with most learning) but we have set out the following goals for each child's handwriting development.
By the end of Reception year - the majority of children should be able to form all 26 letters of the alphabet correctly
By the end of Year 1 - the majority of children should be able to form individual letters in our cursive script
By the end of Year 2 - the majority of children should be joining their writing using our cursive script
By the end of Year 4 - the majority of children should be ready to use a pen throughout Years 5 & 6
As with any skill, handwriting develops more rapidly with regular practice. Below are a selection of resources which you can download and use to develop your child's handwriting at home. Please speak with your child's class teacher if you have any questions about the resources, how to use them effectively or to discuss your child's handwriting.
The following resources should be used to support children in learning to write individual letters in our cursive font (Year 1 onwards).
Once your child is forming each letter in our cursive font fluently, joining should start to follow quite naturally. Children may begin by joining pairs of letters or strings of several letters but will soon progress to joining all letters in a word.
The resources below are designed to provide children with practice of joining increasingly longer words.
At Bempton we follow the Mastery Maths curriculum, through which we improve pupils' understanding, enjoyment and attainment in mathematics.
The Mathematics Mastery programme is a whole-school approach to teaching mathematics that means acquiring a deep, long-term, secure and adaptable understanding of the subject. Teaching through fluency, reasoning and problem solving enables a child's understanding (through the curriculum) to become a deepened and embedded solid foundation for them to move forward in their learning journey.
For a full break down of the curriculum please see the links below.
We believe it is crucial that all children are able to grow, develop and achieve at Bempton Primary School. Through our curriculum we allow children to develop deeper thinking and encourage children to build on their prior knowledge and skills already acquired. Children will learn key skills and knowledge for each area of the National Curriculum through stimulating challenge questions, research and practical activities.
For more information and curriculum area breakdown please see the link below.