Phonics Training Online Course – Phonics Training Online

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Course Content

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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’

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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’

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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

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Module Four – Part 1: a) The guidance in England; b) ‘Fidelity to programme’

Module Four – Part 2: c) The ‘Searchlights’ multi-cueing reading strategies replaced by the ‘Simple View of Reading’ model since 2006

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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

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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

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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

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Module Eight – Part 1: a) Teaching the alphabetic code as a code

Module Eight – Part 2: b) Pace: How quickly should the letter/s-sound correspondences of the alphabetic code be introduced?

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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

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Module Ten – Part 1: a) Spelling word banks

Module Ten – Part 2: b) Aspects of phonics to avoid

Module Ten – Part 3: c) Time management

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Module Eleven – Part 1: a) The alphabet and the alphabetic code

Module Eleven – Part 2: b) Handwriting

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Module Twelve – Part 1: a) Visual display

Module Twelve – Part 2: b) Essential core resources: multi-skills Activity Sheets; multi-purpose Cumulative Texts; Phonics Folder; Phonics Exercise Book

Module Twelve – Part 3: c) Differentiation