[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-173912-105":53,"doc-detail-173912-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","year-1","Year 1","","This document outlines the phonics curriculum for Year 1, focusing on Autumn 1, Autumn 2, and Spring 1 phases. It details specific graphemes (letter combinations) and their corresponding sounds, alongside lists of \"tricky words\" for each phase. The autumn term covers Phase 5 graphemes like /ur/ ir bird, /igh/ ie pie, and /oo//yoo/ ue blue rescue, along with new tricky words such as \"their,\" \"people,\" and \"oh.\" The spring term continues with Phase 5 graphemes including /ee/ y funny, /e/ ea head, and /w/ wh wheel, introducing tricky words like \"any,\" \"many,\" and \"again.\" A key aspect emphasized is the systematic synthetic phonics approach, following a revise-teach-practise-apply model to aid children in decoding words. Children are expected to read accurately, blend syllables, read words with contractions, and spell common exception words. Reading fluency is fostered by hearing children read aloud weekly, using books matched to their phonic knowledge, and encouraging re-reading for confidence. The document aims to build strong foundational reading and spelling skills through targeted phonics instruction.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/year-1/173912/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/year-1/173912.png","ImageObject",442,249,{"name":88,"@type":89},"Taylor Morgan","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-29","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the main focus of the Year 1 phonics curriculum?","Question",{"text":109,"@type":110},"The main focus is to revise and consolidate Grapheme Phoneme Correspondences (GPCs) and common exception words taught in Year 1, using a systematic synthetic phonics program to develop decoding skills.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How are tricky words addressed in the curriculum?",{"text":114,"@type":110},"Tricky words are listed for each phase in the autumn and spring terms, with specific notes on pronunciation variations for words like 'put', 'pull', 'full', and 'push', and the word 'ask'.",{"name":116,"@type":107,"acceptedAnswer":117},"What is the approach to teaching reading fluency in Year 1?",{"text":118,"@type":110},"Children are heard reading aloud at least once a week, using books closely matched to their phonic knowledge. They are encouraged to read unfamiliar words accurately and automatically, and to re-read books to build confidence.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},173912,1788308538,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":141},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","\u000f\nYear 2\nIn Year 2 we revise and consolidate the Grapheme Phoneme Correspondences (GPCs) and common exception words taught in Year 1.  We continue to follow a daily programme of systematic synthetic phonics (Little Wandle Letters and Sounds) to help children to develop their phonic knowledge and use these skills as the route to decode words. Phonics lessons follow the model - revise, teach, practise, apply. We continue to scaffold blending for reading and segmenting for spelling through modelling and encouraging children to have a go themselves. Children are taught to:\nread accurately words of two or more syllables containing taught GPCs\nread suffixes by building on the root words that they can read already\nread most words containing common suffixes\nread each syllable separately before combining them to read the word.\nread words with contractions and understand that the apostrophe represents the omitted letter.\nCommon Exception Words: Children are taught to read and spell Year 1 and Year 2 common exception words.\nReading Fluently: Children are heard read aloud at least once a week by a member of staff, reading aloud books that are closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.  Children are encouraged to re-read these books to build confidence. (approximately 90 words per minute is an indicator but some children read more slowly and are still able to focus on comprehension.)  Comments recorded in reading dairy\n\u000f\n\u000f\n\u000f\n\u000f","cbCaidSkox4ngqvO","https://ap.wps.com/l/cbCaidSkox4ngqvO","docx",542713,26,"English","# Autumn 1\n## Review Phase 3 and 4\n## Phase 5\n# Autumn 2 Phase 5 graphemes\n## New tricky words\n# Spring 1 Phase 5 graphemes","[{\"question\":\"What is the main focus of the Year 1 phonics curriculum?\",\"answer\":\"The main focus is to revise and consolidate Grapheme Phoneme Correspondences (GPCs) and common exception words taught in Year 1, using a systematic synthetic phonics program to develop decoding skills.\"},{\"question\":\"How are tricky words addressed in the curriculum?\",\"answer\":\"Tricky words are listed for each phase in the autumn and spring terms, with specific notes on pronunciation variations for words like 'put', 'pull', 'full', and 'push', and the word 'ask'.\"},{\"question\":\"What is the approach to teaching reading fluency in Year 1?\",\"answer\":\"Children are heard reading aloud at least once a week, using books closely matched to their phonic knowledge. They are encouraged to read unfamiliar words accurately and automatically, and to re-read books to build confidence.\"}]","Year 1 | DOCX",9]