Why should I attend?
In this session the focus will be on the development of literacy skills as an entitlement of all learners, including those defined as having PMLD and the most complex needs.
This course will focus on what we mean by phonics, the role of letter sound correspondence within reading for typically developing learners and how this will look for our learners with more complex needs.
The aim is to develop confidence in phonics terminology and teaching of a phonics curriculum, starting with development of prerequisite skills. The importance of an inclusive reading curriculum will be discussed within best practice to develop early reading skills. We will explore a teaching sequence for phonics and progression linked to letter and sounds phases.
Throughout the course practical games/activities/links to IT and resources will be provided for each stage of the continuum from those accessing a pre formal curriculum to semi formal and a more formal conventional reading curriculum.
9.00 am Admissions and virtual tea/coffee to start the session
9.10 am Welcome & introduction to agenda and outline of Zoom routines and protocol
9.15 am Warm-up activity: chat task
9.20 am Session 1: What do we mean by phonics?
What is a phoneme – terminology and word recognition. How do we learn to read? Where does phonics fit within an inclusive reading curriculum? What may learners struggle with and why? How will this impact on teaching?
10.00 am Breakout Room Chat Task
10.15 am Session 2 – The Importance of sound discrimination as the building blocks of phonics.
Where to begin with our learners, how to assess and where to start. Moving learners on, how do we do this? How do we engage motivate and support the spikey phonics learning profiles of our learners? to inlcude practical links and activities for all.
10.45 am COFFEE BREAK and mini online learning course
11.05 am Discussion of key points from online learning course
11.10 am Session 3: Session 3 – Planning for progression – how do we do this?
What will our reading curriculum look like and how will this enable phonics to be learnt by all? Ten top tips to ensure our phonics teaching is inclusive inlcuding example scheme of work and lesson structure.
11.45 am Questions and Answers
Please add questions to Zoom chat, so that any unanswered live can be followed up after the session.
11.55 pm Reflective Practice Session
Delegates to list 3 things they will followup/action/share/ as a result of this course – can be put in Zoom chat or any resource of your choice.
12 noon Thank you and close of session!
Who should attend?
This will be appropriate for classroom practitioners from special schools and colleges, mainstream settings with specialist SEN provision and early years settings, who are working with pupils with complex learning needs and autism.
DIGITAL RESOURCE PACK
Any resources shared/signposted during the session (i.e. during Zoom chat) will be emailed to delegates as a pdf after the session.
GROUP BOOKINGS FOR SCHOOLS/SETTINGS
If you wish to make a group booking for this course – we can do this quickly and easily for you! Please email a spreadsheet with the first name/surname/email addresses of the delegates you wish to book for. This should go to email@example.com. We will then create access to this course for your colleagues. A Purchase Order Number will secure your booking and we can send you an invoice.
Dr Sarah Moseley
Sarah has over 25 years’ experience of working in special and mainstream education, in roles from teaching assistant to Headteacher. She has a solid research background which includes a master’s degree and PhD in Special Education, focusing on the teaching of reading for pupils with SEND and inclusion.
Important information before you book
The ‘Book now!’ button will take you to a new page where you can book and pay for this course. Please note: if you are booking for someone else, please create the account using their name and email address. You will still be able to pay by credit card (even it has a different name/school name on it.)