No they are not and it is important to know exactly what you are getting. There are a lot of resources out there that tackle phonics – particularly in the wake of the Rose Review.

Phonological awareness is the understanding of different ways that spoken language can be divided into smaller components and manipulated.

Spoken language can be broken down in many different ways, including sentences into words and words into syllables (e. g., in the word simple, /a/ and /pple/), onset and rime (e. g., in the word broom, /tr/ and /ain/), and individual phonemes (e.g., in the word lots, /l/, /o/, /t/, /s/.
 Children also need to be able to find the sounds at the beginning of the word, engage in rhyming tasks and blend sounds together for example. Thus phonological awareness is a lot more involved and complex that learning letter sounds correspondences in phonics. 

Phonics is the association of letters and sounds to sound out written symbols (Snider, 1995). In order to get anywhere near being able to do this, children have to have an appreciation of phonemic awareness – that words can be divided into individual sounds. This in turn is built up form a range of phonological awareness skills that we have highlighted for explicit teaching in SALLEY. Thus it is like building a house with strong rather than weak foundations.

Research has shown that this strong relationship between phonological awareness and reading success persists throughout school (Calfee, Lindamood, & Lindamood, 1973; Shankweiler et al., 1995) and is therefore it is very important to ensure that every child has the opportunity to get off to a successful start.