×îÐÂÌÇÐÄVlog

Are you looking for further ways to help your students bridge the gap between sounds and letters? Phonics is the cornerstone of early literacy, yet many teachers do not feel confident in teaching phonics in a systematic and explicit way. This course provides vital primary and secondary teaching insights and identifies the critical evidence-based factors to consider, using the latest research. It also clarifies the many nuances of phonics teaching and learning in the foundational years. You’ll deep-dive into grapheme-phoneme correspondences, evidence-informed teaching sequences, contemporary instructional approaches and embed systematic synthetic phonics teaching into your reading and writing curricula, so that your students learn the full alphabetic code. Supported by an online community of peers, you'll navigate this pivotal aspect of literacy teaching with increased confidence and competence and be able to help your students develop the literacy skills they need.

Our Teaching Phonics course is aligned to the ×îÐÂÌÇÐÄVlogn Professional Standards for Teachers at the highly accomplished level, with a focus on evidence-based strategies tailored for today's dynamic classrooms. You will explore contemporary, evidence-backed strategies for systematic phonics instruction to supplement and enhance other areas of literacy education, such as writing, spelling, handwriting, reading comprehension, vocabulary and grammar. You’ll also:Ìý

• develop familiarity with core systematic synthetic phonics research, knowledgeÌýand terminology (including the links between phonological awareness and phonics)Ìý
• engage with assessment and screening methods of phonics understanding
• enhance your knowledge of a range of explicit teaching strategiesÌýforÌýphonics and reflect on their efficacy
• examine and refine your practice through an optionalÌýAction Research project
• connect with an active online community for discussion and reflection
• engage with, share and contribute to a repository of relevantÌýteaching resources
• work toward a potential credit pathway for post-graduate study at the ×îÐÂÌÇÐÄVlog of Adelaide.

The micro-credentials are designed for ×îÐÂÌÇÐÄVlogn-based school teachers (early years, primary and secondary), school leaders, other education professionals within the school setting and pre-service teachers.

A solid grasp of how to teach phonics will further boost your confidence in using contemporary and evidence-based literacy practices in your teaching and learning program. This knowledge can translate into greater awareness of the importance of early foundational skills when teaching reading, as you witness firsthand the positive impacts on your students. You will feel prepared and assured to support learning with access to a well-structured repository of resources and a framework for teaching phonics. Completing this micro-credential can also count towards the annual 20-hour professional learning requirement for maintaining your teacher registration.Ìý

Students benefit significantly from the application of evidence-backed strategies to learn the alphabetic code and decode with automaticity. This reduces the cognitive load for students, allowing them to develop meaning and proficiency in reading. Students benefit by explicitly being taught the relationship between speech sounds and their corresponding spellings (phonemes/graphemes correspondence). Understanding of phonics by your students provides the foundations for vocabulary growth, comprehension and reading fluency. This encourages engagement and makes the learning process enjoyable.

When educators are equipped with advanced phonics understanding and instructional techniques, they are better positioned to enhance student learning outcomes in literacy. School leaders can use the micro-credential to support implementation of a whole school approach to phonics by encouraging all early years teachers to undertake the micro-credential together. The readings, tasks and strategies can form the basis for ongoing critical conversations of professional learning teams to share practice.Ìý

In 2022, the Quality Initial Teacher Education Review suggested that short courses could help teachers to upskill, particularly in areas where they feel underprepared, such as managing classrooms, using explicit teaching strategies, and teaching phonics. In response, the ×îÐÂÌÇÐÄVlogn Government has selected the ×îÐÂÌÇÐÄVlog of Adelaide to develop evidence-based micro-credentials so that teachers in all stages of their careers can upskill in these areas of need with minimum disruption to their work capacity.