Teaching Systematic Synthetic Phonics in Primary Schools

Wendy Jolliffe is Professor of Education and worked in Initial Teacher Education (ITE) for 14 years; latterly as Head of Teacher Education at the University of Hull. She worked previously as a Regional Adviser for the National Strategies and advised ITT providers on effective provision for literacy.  She has published extensively in Primary English and Cooperative Learning. David Waugh is a former deputy headteacher who worked in ITT from 1990 at the University of Hull, where he led the PGCE course and became Head of Department. In 2008 he was appointed as one of two (the other being Wendy) National Strategies Regional Advisers for ITT. He is currently lectures at Durham University. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching. David also writes children’s stories, including The Wishroom, which was written with 45 children from 15 East Durham primary schools and published in 2017.Angela Gill is Programme Director for BA Primary Education and subject lead for Primary English at Durham University, working on both UG and PGCE programmes. She is an experienced teacher and worked in primary classrooms for many years before taking up the post at Durham University.

Great informative text for developing student knowledge of SSP and gauging their subject knowledge in this area of English

• Section 1: Subject knowledge for teachers1. The place of phonics in the teaching of reading2. Discriminating sounds and phonemes3. Grapheme–phoneme correspondences and ‘tricky’ or common exception words4. Decoding and encoding text5. Long vowel digraphs – the advanced alphabetic code6. Phonics into spellingSection 2: Effective pedagogy7. Teaching phonics in the early years8. Multi-sensory and interactive methods9. Teaching a systematic structured progression10. Planning for phonics11. Tracking and assessing pupils’ learning and effective intervention12. Teaching phonics in Key Stage 213. Using a range of programmes and resources14. Using technology to support the teaching of phonicsSection 3: Challenges: in learning and teaching phonics15. Challenges for teachers, parents and pupils16. Teaching and learning phonics for pupils with individual needs