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Module Three - The Importance of ‘Objective Assessment’ and ‘Equality of Conditions’ for Phonics Provision

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

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Systematic Synthetic Phonics Online Training Course

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Module One - The Systematic Synthetic Phonics Teaching Principles ‘SSP’
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’
Module Two - Methods, Philosophies and Perceptions
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 - The Importance of ‘Objective Assessment’ and ‘Equality of Conditions’ for Phonics Provision
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 Four - The Guidance in England and the Simple View of Reading
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
Module Five - Putting into practice the Simple View of Reading and ‘two-pronged systematic and incidental phonics teaching’
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 - The ‘Phonics Routines’ for modelling decoding (reading) and encoding (spelling-with-editing)
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 - The complexities of the English alphabetic code based on the smallest sounds of speech
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 Eight - The use of various Alphabetic Code Charts and sensible pace for introducing letter/s-sound correspondences
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?
Module Nine - Phonological awareness, stages of development, phonics skills and resources for effective learning
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
Module Ten - Spelling Word Banks – and aspects of phonics teaching to avoid – and time management
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
Module Eleven - The role of the Alphabet Poster and the role of the Alphabetic Code Chart – and the importance of handwriting
Module Eleven - Part 1: a) The alphabet and the alphabetic code
Module Eleven - Part 2: b) Handwriting
Module Twelve - Visual display – essential core resources – and differentiation
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
Module Thirteen - Phonics International
The Phonics International Systematic Synthetic Phonics And Spelling Programme
Module Fourteen - Oxford Reading Tree Floppy's Phonics Sounds and Letters
The Oxford Reading Tree Floppy's Phonics Systematic Synthetic Phonics and Spelling Programme

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