- Module One – Part 1: a) International conclusions of research; b) The Systematic Synthetic Phonics Teaching Principles
- Module One – Part 2: c) Systematic Synthetic Phonics programme design; d) ‘Two-pronged systematic and incidental phonics teaching’ and the role of the Alphabetic Code Chart
- Module One – Part 3: e) The history and the alphabetic code of the English language to ‘set the scene’
- Module One – Part 4: f) The importance of the ‘Teaching and Learning Cycle’
This course is divided into 14 ‘modules’. Each module is sub-divided into lessons, or ‘parts’. Each ‘part’ contains a video tutorial, printable notes/video slides, links to downloads, additional video, resources, research papers and further recommended reading. Each ‘lesson’ in Modules One to Twelve should be completed systematically and the ‘quiz’/progress check completed before the student proceeds to the next lesson/part. The ‘quiz’/progress check may be re-set and re-taken in order to achieve the required pass mark to proceed to the next lesson/part.
Module Thirteen describes the Phonics International programme and Module Fourteen describes the Oxford Reading Tree Floppy’s Phonics programme. These two Modules can be accessed at any time because course participants may need the information provided for their immediate teaching purposes.
At any point during the course, the student may click on the ‘Contact Lesson Teacher’ or ‘Contact Course Teacher’ button for email support.
Following the successful completion of the course, the student may print out a ‘Certificate of Completion’.
- Module Two – Part 1: a) Methods, philosophies and personal experience
- Module Two – Part 2: b) The English alphabetic code and phonics skills taught comprehensively as an entitlement wherever the English language is taught formally
- Module Two – Part 3: c) Phonetics and phonics – and changing the perception of ‘phonics’; d) The realities of ‘silent reading’
- Module Three – Part 1: a) Responses and findings arising from the statutory Year One Phonics Screening Check in England; b) Obtaining results from national information; c) No shared professional understanding
- Module Three – Part 2: d) Within-school assessment
- Module Three – Part 3: e) Secrets of success – and equality of conditions
- Module Five – Part 1: a) Putting into practice the Simple View of Reading
- Module Five – Part 2: b) Literature – and learners’ needs; c) Multilingual contexts; d) Parallel provision when English is a new language
- Module Five – Part 3: e) Sir Jim Rose addresses misconceptions with wise words; f) Core phonics provision
- Module Five – Part 4: g) Debbie Hepplewhite’s ‘Two-Stage Teaching Model’ and ‘Two-pronged’ approach to synthetic phonics teaching; h) Practical classroom management considerations for phonics provision
- Module Five – Part 5: i) Reading: Guided or group reading; home reading; tricky and/or common words; informing parents
- Module Six – Part 1: a) Teaching reading and spelling with a complex and reversible alphabetic code; b) Unpicking the code knowledge and skills with ‘Two-pronged systematic and incidental phonics teaching’
- Module Six – Part 2: c) The Phonics Routines
- Module Six – Part 3: d) Oral segmenting and awareness of individual learners’ thought processes when they spell – and evaluating phonics practices and resources
- Module Seven – Part 1: a) The smallest speech sounds and graphemes
- Module Seven – Part 2: b) Comparing an opaque alphabetic code with a more transparent alphabetic code
- Module Seven – Part 3: c) Saying the sounds identifiable in English speech; d) Consistent and inconsistent aspects of phonics
- Module Seven – Part 4: d) [continued] Intervention programmes
- Module Seven – Part 5: d) [continued] Code not on the chart and the three complexities of the English alphabetic code
- Module Nine – Part 1: a) Phonological awareness and stages of development in learning to read
- Module Nine – Part 2: b) Introducing both capital letters and lower case letters linked to the sounds they represent
- Module Nine – Part 3: c) Resources and practices for the sub-skills of the three core skills
- Module Nine – Part 4: d) Pronunciation alternatives and ‘Incidental Top Tips’
- Module Nine – Part 5: e) Mnemonic systems (aids to memory)
- Module Nine – Part 6: f) Detailed information to support the acquisition of alphabetic code knowledge