PSHE
PSHE
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Mrs A Jaggard, assisted by Miss C Jackson
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At Heygarth, we believe that our P.S.H.E curriculum should promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepare our children for the opportunities, responsibilities and experiences of later life. We envision a persistent and consistent commitment to being a mentally healthy school where relationships and communication are secure and are at the heart of teaching and learning.
PSHE is delivered to all children to enable them to learn and achieve together. The provision of PSHE addresses a child’s personal, social and emotional health on a regular basis. As a result of this our children’s basic needs are constantly under development and these needs underpin their cognitive growth and mental health. Most aspects of PSHE are delivered through a cross-curricular approach to provide maximum impact on each child’s progress. However, we also deliver discrete P.S.H.E lessons where no cross-curricular links can be made.
Children are empowered to understand their own and each other’s worth and role in society. Children will be supported to become respectful of each other’s emotions and beliefs, feelings and values. They will be enabled to be reflective about their emotional health and understand how to seek help. The 7 Heygarth ‘characteristics’ will be practised, taught and modelled by adults regularly (respect, readiness, courage, resilience, honesty, thoughtfulness and determination).
Five key principles underpin the teaching in all Read Write Inc. sessions:
Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about
Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning
Praise – ensure children are praised for effort and learning, not ability
Pace – teach at an effective pace and devote every moment to teaching and learning
Passion – be passionate about teaching so children can be engaged emotionally.
We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.
At school the children learn to speak in sounds (segmenting) with a frog named Fred who is an expert on sounding out (segmenting) words! This is called ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.
The children are taught the sounds in 3 sets.
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et 1 Sounds are taught in the following order:
masdt
inpgo
ckub
felhr
jvywzx
sh, th, ch, qu, ng, nk
The children are also taught rhymes to help them form the letters correctly.
Set 1 Sound Rhymes for writing only
m -Maisie, mountain, mountain
a - Round the apple, down the leaf
s - Slither down the snake
d - Round the dinosaur’s bottom, up his neck and down to his feet.
t- Down the tower, across the tower,
i - Down the insects body, dot for the head.
n -Down Nobby and over the net.
p - Down the plait, up and over the pirates face.
g - Round the girls face, down her hair and give her a curl
o - All around the orange
c - Curl around the caterpillar
k - Down the kangaroos body, tail and leg
u - Down and under the umbrella, up to the top and down to the puddle
b- Down the laces, over the toe and touch the heel
f - Down the stem and draw the leaves
e -Slice into the egg, go over the top, then under the egg
l - Down the long leg
h - Down the horse’s head to the hooves and over his back
r - Down the robot’s back, then up and curl
j - Down his body, curl and dot
v - Down a wing, up a wing
y - Down a horn, up a horn and under the yak’s head.
w - Down, up, down,
z - Zig-zag-zig
x - down the arm and leg and across the other way
qu - Round the queen’s head, up to her crown, down her hair and curl
sh, th, ch, ng, nk do not have a mnemonic for writing them.
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The children are then taught
Set 2 Sounds – (the long vowels.)
ay, ee, igh ,ow, oo, oo, ar, or, air, ir, ou, oy
When they are very confident with all of set 1 and 2 they are taught
Set 3 Sounds.
ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure,
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term.
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Children will be introduced to ‘Ditty books’ when they successfully begin to read single words.
Children use sound-blending (Fred Talk) to read short ditties.Children will then be challenged to use their developing phonic knowledge to write short sentences.
Within all the books children will have red and green words to learn to help them to become speedy readers.Red words are words that are not easily decodable and challenge words to extend children’s vocabulary.
Green words are linked to the sounds they have been learning and are easily decodable.
Dots and dashes represent the sound each letter makes.
During the RWInc session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. You may have heard your child talking about ‘hold or build a sentence’.
Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.
Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practice their spelling, grammar and punctuation.
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Spelling is part of the RWInc programme. Children will use ‘Fred fingers’ to first sound out a word before they write it down, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on their fingers before writing the word.
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Throughout Early Years and KS1, children are assessed formally each half term by the reading leader and placed in specific focus groups which means that children’s individual needs for phonics are being met alongside children of the same ability. Daily observations and formative assessments of children’s phonic knowledge, coupled with a robust assessment approach each half term, ensures children are given the correct book which is carefully matched to their phonic understanding, and the acquisition of sounds which have been taught. Equally, this means children are issued with the correct home reading books for them to enjoy at home, allowing them to experience early reading success, gain confidence and consolidate the learning that takes places in school.
However, some children may need extra support and the class teacher will talk to you about this.
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Your child will start to bring books home when they are confident readers.
Each week they will bring home the book they have read that week in their phonics lessons and a Book Bag Book linked directly to the RWInc book they have shared in school. Please share the book, talk about the pictures and encourage your child to read. Please revisit this book so your child becomes really familiar with the words and in doing so their fluency will develop.
If they need to sound out a word, that is fine. Please give lots of praise!
If you have any other questions about RWInc, please see your class teacher or see Miss Blake.
Click on the Oxford Owl button to access the Oxford Owl site for parents and children to access from home. This website has tips and hints and links to e - books, videos and handwriting practice sheets.
