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|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.|
|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:
Outcomes of the course:
|Evidence underpinning this approach||
Barry, S. (2003) ‘Phoneme-grapheme correspondences and a Manchester accent’, Education Committee of the Linguistics Association of Great Britain, www.phon.ucl.ac.uk/home/dick/ec/accents.htm
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, www.education.gov.uk/schools/teachingandlearning/pedagogy/phonics/a0010240/criteriafor-assuring-high-quality-phonicwork (retrieved 3/11/13).
Department for Education (2012a) Teachers’ Standards, www.gov.uk/government/publications/teachers-standards
Department for Education (2012b) An Evaluation of Sounds-Write by the Department for Education, www.sounds-write.co.uk
Department for Education (2013) National Curriculum in England:Primary Curriculum, www.gov.uk/government/publications/nationalcurriculum-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, www.gov.uk/government/speeches/michael-gove-speaks-about-theimportance-of-teaching
Honeybone, P. and Watson, K. (2006) ‘Phonemes, graphemes and phonics for Liverpool English’, Education Committee of the Linguistics Association of Great Britain, www.phon.ucl.ac.uk/home/dick/ec/accents.htm
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.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.