Phonics Within a Rich Reading Curriculum(Pho14)

Provider: Centre for Literacy in Primary Education
£300.00 (no VAT on this item)

No reviews yet

Provider Rating No reviews yet
Description Develop enthusiastic early readers with this successful two day government approved course. Learn effective strategies with a range of enjoyable classroom approaches and activities to support phonics within a rich reading curriculum.
Duration 2 days

Centre for Literacy in Primary Education's website
Categories Primary, Teaching and Learning, Early Years/Foundation, KS1, KS2, English / Literacy, Teaching staff, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Inclusion, Personalised Learning, Subject Knowledge, Out of school, Phonics, Social and Emotional, Teaching methods to support children in making connections between sound patterns they hear in words and the way words are written, Teaching of phonics should be matched to children’s current level of skill in terms of their phonemic awareness and their knowledge of letter sounds and patterns (graphemes)., Skills taught directly linked to learning in schools, encouraging pupils to apply the skills they learn, Staff commitment to programme and support for the consistent application of skills , Early Years Intervention
Learning outcomes for participants/users and, where relevant, pupils or students

This two day course is particularly relevant for English Subject Leaders, Early Years Foundation Stage, KS 1 teachers and teaching assistants.

Participants can expect:

  • Clear guidance for the provision of a systematic, synthetic phonics programme following the pace and progression of Letters and Sounds
  • Strengthened practitioner subject knowledge in phonics
  • Resource pack to use in theclassroom and ideas on how to reinforce the teaching of phonics within the wider reading curriculum

Outcomes of the course:

  • Teachers will be confident and knowledgeable in teaching phonics systematically within a rich reading curriculum.
  • Children will be supported to confidently and successfully use phonics in learning to read.
Evidence underpinning this approach

Barry, S. (2003) ‘Phoneme-grapheme correspondences and a Manchester accent’, Education Committee of the Linguistics Association of Great Britain,

Davis, A. (2012) ‘A monstrous regimen of Synthetic Phonics: fantasies of research-based teaching ‘methods’  versus real teaching’, Journal of Philosophy of Education 46 (4), pp.560-573.

Department for Education (2010) The Importance of Teaching: Schools White Paper, London: DfE.

Department for Education (2011) Criteria for Assuring High-QualityPhonic Work, (retrieved 3/11/13).

Department for Education (2012a) Teachers’ Standards,  

Department for Education (2012b) An Evaluation of Sounds-Write by the Department for Education,

Department for Education (2013) National Curriculum in England:Primary Curriculum, (retrieved 3/11/13).

Goodman, K. (1982) Language and Literacy, Boston, MA: Routledge &Kegan Paul.

Gough, B. and Tunmer, W. E. (1986) ‘Decoding, reading and reading disability’, RASE: Remedial and Special Education 7, pp.6-10.

Gove, M. (2013) Speech on improving the quality of teaching and leadership, given on 5 September 2013 at Policy Exchange, London,

Honeybone, P. and Watson, K. (2006) ‘Phonemes, graphemes and phonics for Liverpool English’, Education Committee of the Linguistics Association of Great Britain,

Meek, M (1991) ‘On Being Literate’ The Bodley Head, London

Rose, J. (2006) Independent Review of the Teaching of Early Reading (The Rose Report), Nottingham: DfES.

Smith, F. (1985) Reading (second edition), Cambridge: Cambridge University Press.

Torgerson, C.J., Brooks, G. and Hall J. (2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling, London: DfES.

How users/participants can evaluate success

Participants are encouraged to use observations of children as well as outcomes of the phonics screening to evaluate their own practice.  Between day one and day two they are asked to try a task in their classrooms and to use pupil observation to evaluate impact.

Follow-up activities and support

This is a two day course and participants are given a 'gap task' between the two days.  They are encouraged to evaluate their own practice and to share successes and ways forward during day two.  Further development is sign posted at the end of day 2 as well as opportunities to access further support to implement action plans.

Associated Files File_icon 9896_Phonics.pdf

This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.