Lesson Pacing Strategies
Keeping your pupils on track for success
The pace of Jolly Phonics lessons will vary depending on the educational environment. Schools with a high population of EAL learners, bilingual or international schools, SEND settings, or after-school language centres will all experience different challenges. Some may deliver English instruction daily, others only a few times per week.
As teachers become familiar with the programme and observe how their pupils learn, they will find the right pace and determine how many letter sounds can realistically be taught each week.
This may mean that the teaching has to be done over two years rather than one, especially if language development and vocabulary is required when English is not familiar. Some schools may wish to start when children are younger than 4 or 5 years old, which can be beneficial as they find it easier to pick up languages then. This can be done in short sessions over a longer period of time.
Mainstream English Classrooms:
One letter sound per day is the recommended pace of introduction of the letter sounds in whole class teaching. After Groups 1–3, assess and ensure the children know these single-letter sounds. If they don’t then briefly revise these letter sounds before going on. If only a few children do not know them then put in extra support for them and continue with teaching the next letter sound. Digraphs are introduced in group 4 and most children cope with them without any problem. The letter sounds should be revised daily, as should blending and segmenting words.
Schools with Limited Teaching Time for English:
Spread the programme over a longer period – for Step 1 typically 2–3 sounds per week, with a strong emphasis on revision and application. Then complete Steps 2 & 3.
SEND Schools:
Children who are sent to specialist SEND schools have profound disabilities and specific difficulties, but the basic knowledge and skills needed remain the same. Use each pupil’s One Plan or IEP to guide adaptations to teaching and pacing. Pupils often benefit from being grouped with peers who have similar needs, with a focus on slower progression, frequent repetition and rich multi-sensory learning experiences.
Bilingual Schools:
Consolidate learning across both languages and look for opportunities to reinforce phonics skills during non-English lessons. Some letter sounds may be common to both languages, so concentrate on those which are different. Fun, hands-on and engaging activities to revise the knowledge and skills being taught will strengthen their understanding.
After-School Language Clubs:
Teach the programme at a realistic pace that fits the needs of your pupils and the time available.
Intervention Groups or Secure It Support Sessions:
For these groups the focus should remain on systematic revision, high repetition, mastery and confidence building. They should progress at a pace appropriate to the group and be provided with extra practice that will allow the children to ‘catch up and keep up’. The children should continue to have access to the same whole-class teaching as the rest of the class.
Simple, hands-on activities you can use right away to build confidence, boost skills, and keep learning engaging.
