The 2014 National Curriculum for English specifies statutory requirements for phonics and spelling. By the end of Y1 pupils are expected to meet the expected standard in phonics, which is assessed by the screening check. By the beginning of KS2 the National Curriculum guidance says that pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme.
Research shows that the active teaching of spelling and phonics plays a decisive role in children’s development.
This online course covers a range of strategies that you can use with your pupils to ensure effective teaching and learning of phonics and spelling. The materials and resources included relate directly to the phonics content and spelling words in the English National Curriculum Programmes of Study.
The teaching of spelling should be more than a list of words, given out on Monday to be learned for the Friday test. Research shows that the active teaching of spelling plays a decisive role in children’s development as successful spellers. This online course will cover a range of strategies to ensure the effective teaching and learning of spelling.
|Duration||Learning Hours||Online Seminars||Tasks||Key Stage||Suitable For|
|2 Months||15 (includes Tasks and Seminars)||2||1||KS1, KS2||Teachers, Literacy Co-ordinators, TAs, HLTAs|
When you enrol on any of our online courses you will have access to an expert in their field, get 1:1 support & advice from an experienced, qualified and friendly tutor ready to answer your questions. All our courses are developed by experienced Teachers.
The seminars are delivered live, recordings of these and all course materials are available 24/7 via our website. Access at any time, from anywhere using a computer, tablet or mobile.
All our online courses are certified and have completion criteria, once you have fulfilled the course requirements we will issue you with a course certificate. All our courses meet the DFE Standards for Teachers' Professional Development.
A very thorough and thought provoking course. Resources are excellent and I will definitely be more considerate of the children’s capabilities and needs with regards to spelling, how it is taught, my delivery and the consistency.
Teaching Spelling Strategies Seminar Attendee January 2015
I really appreciate your input and I am utilising the knowledge and strategies with my children already!
Phonics Seminar Attendee April 2015
I got caught up at work and was unable to attend the live spelling session - but I got up extra early this morning and watched to the recording. Fabulous. I really enjoyed it, and wished I could have been there to interact with the tutor and the other teachers. It's helped reinforce what I'm doing and give me some new strategies.
Teaching Spelling Strategies Candidate November 2014
Access to the course materials and eLearning area is for a 6 month period, this includes tutor and technical support. There are 4 online seminars each lasting approximately one hour. Although we encourage candidates to attend the seminars live, they are recorded and uploaded for all candidates. If candidates are unable to attend the seminar they can watch the recording and ask any questions via email. The tasks are planned to fit in with teachers’ work requirements. There is a forum area allowing participants to share information and ask questions. To access the eLearning site and online seminars you require a computer with internet access and speakers / headphones, or a smartphone or tablet with the relevant apps installed.
You will be working with our Literacy specialists, Beverley Barnes and Sue McCaldon.
Beverley has a wide experience of delivering training in Literacy having worked as a Literacy Consultant for Kirklees LA. She is a visiting lecturer for the University of Manchester and is actively involved with teaching in schools.
Sue has vast experience of developing Literacy programmes. Her past experience includes being a LA Senior School Improvement Officer with responsibility for Literacy and Manager for the National Literacy Project in Manchester. She was a co-author of various Reading Intervention Programmes and has contributed to books and TV programmes for schools.
We have clearly outlined course outcomes and goals and evaluate participants’ prior knowledge in order to ensure progression. Course tasks are designed to help participants evaluate impact on themselves, their school and the pupils.
Course content is developed in line with current thinking and is thoroughly researched by our expert tutors. Course tasks are designed not only to fit in around participants day to day teaching, but also to link teacher practice to pupil experiences and outcomes. Task feedback and support is given to reinforce impact evaluation of teachers practice and the wider implication for pupils and the school. All our courses are independently evaluated to ensure intended outcomes and quality.
Our eLearning environment and the content of the seminars and tasks is structured to encourage participants collaboration, tutor support and to challenge existing methods in order to develop more informed practice and better pupil outcomes.
The online delivery and course models we use in our training ensures content and the learning experience is delivered over a period of time. Support and Mentoring is available throughout the duration of the course and course materials and seminars are available for an extended period after the course finishes.
The course outcomes outlined in our Individual Learner Plans help participants plan and collaborate with leaders in order to develop on-going professional development strategies and plans. Our tasks and course feedback provides evidence to show school leaders and to provide forward planning for participants professional development and practices.