Supporting Phonics in the Primary Years for Teaching Assistants
This course will provide teaching assistants with guidance for for the provision of a systematic phonics programme, leading children to reading fluency. It will strengthen phonics subject knowledge and understanding of related terminology in line with EYFS 2014 and National Curriculum 2014. Participants will explore how to support children in focused phonics sessions and in the use and application of phonics in reading and writing in the wider curriculum.
• Understand the expectations for children across the Early Years and Primary age ranges
• Explore the importance of developing children’s early phonological awareness as the foundation for supporting children’s attainment in systematic phonics teaching
• Increase subject knowledge and confidence in teaching basic phonic code and supporting children’s skills in grapheme-phoneme correspondence, blending and segmenting
• Understand the complex phonics code and how to support children to know rules and patterns that will help them become independent readers and spellers
• Investigate how to embed phonic learning in a rich reading curriculum to improve children’s language, reading and writing
Teaching Assistants will receive new ideas for supporting children’s phonic development with rich and meaningful activities and a bank of resources to use in school, including a high quality text.
We have teamed up with Zen Educate, a smart new way to arrange cover. If you are a London school you will be able to get £100* off your first day of supply.
*Terms and conditions apply.
"I now have a better understanding of how phonics is taught which will give me more confidence in delivering phonics to small groups – the innovative ways of teaching will make it fun for them to learn."Teaching Assistant, 2017
"Children need to understand letter-sound relationships in order to become independent and fluent readers... this knowledge is of little value unless children learn how to use it in context.. "'Whole to Part Phonics’, 1998