Do you have a child in your class struggling to retain phase 2, 3 or 5 sounds? Do you have a child in your class that struggles to focus for long periods of time? Want to save time not making resources? This resource provides you with Phase 2, 3 and 5 phonics precision teaching progression documents and early finishing activities. All documents are editable to allow you to edit to meet individual targets. All phase work is saved in one document This precision teaching download includes : Phase 2 sounds Phase 2 tricky words Phase 2 cvc words Phase 2 colouring words and sounds Phase 2 car park game Phase 2 fly squat game -Phase 3 sounds -Phase 3 tricky words -Phase 3 words -Phase 3 early finish games -Phase 5 sounds -Phase 5 tricky words -Phase 5 words -Phase 3 early finish games -Consonant diagraphs and vowel diagraphs -Phase cvcc and ccvc words -Adjacent consonants -Phase CCVCC, CCCVC and cccvcc All documents are editable and will download in the correct format. Please leave a review after downloading this resource. Email wildresourcesTES@outlook.com if you have any questions.

10 page document Clear progression This resource is created to meet the requirements of the Model Music Curriculum Key Stages 1 and 2. Please see my other music resources to complement this assessment document. Please email wildresourcesTES@outlook.com, if you have any questions.

Suitable for KS1. This download will provide you with: -6 planned lessons - planning aimed at non musical experts (2,700+ words) -31 slide detailed powerpoint to follow planning -key words Recommended documents to purchase -Progression of skills document - LO and SC show clear progression for assessment. -Composing knowledge organiser is recommended for this resource: Bundle available: https://www.tes.com/teaching-resource/resource-12690795 The unit begins on developing childrens body percussion knowledge and then progresses into children composing 2 or 3 note melodies. The children will be challenged to begin to make connections between notations and musical sounds. Skills met: YEAR ONE: • Improvise simple vocal chants, using question and answer phrases. • Create musical sound effects and short sequences in response to stimuli. • Understand the difference between creating a rhythm pattern and a pitch pattern. • Invent, retain and recall rhythm and pitch patterns and perform these for others. • Recognise how graphic notation can represent created sound. • Explore and invent own symbols • Listen to sounds in the local school environment, comparing high and low sounds. • Sing familiar songs in both low and high voices and talk about the difference in sound. • Explore percussion sounds to enhance storytelling. • Follow pictures and symbols to guide singing and playing. YEAR TWO: • Create music in response to a non-musical stimulus (e.g., a storm, a car race, or a rocket launch). • Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation. • Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces. • Use music technology, if available, to capture, change and combine sounds. If you have any questions please email wildresourcesTES@outlook.com.

This resource is an excellent assessment technique for the beginning of a new topic.