Secondary phonics essentials: boosting reading and spelling skills in older students

Introduction

In primary and secondary schools, it is essential for the literacy lead to understand the principles underpinning a systematic synthetic phonics programme. The Department for Education's  Reading Framework emphasises that "secondary schools may consider providing a short session of professional development for all teaching staff to explain how phonics is taught and how to support pupils with word reading and spelling across the curriculum." This professional development ensures that educators are equipped with the necessary skills to support pupils' literacy effectively, fostering a robust foundation for reading, writing and spelling.

---

 

Programme Outline

Attendees will attend 2 sessions: 

1. Introduction to phonics to support pupils’ reading in a Secondary settings
2. Supporting pupils' spelling in a Secondary setting  

Each draw on the work conducted by the groundbreaking Literacy Intervention Toolkit (LIT) programme, designed to improve spoken English, thinking, grammar, reading and writing amongst the lowest attaining students in Secondary school, accelerating progress by the end of the academic year. 

'We're finding more and more pupils coming up into Year 7 need additional help with phonics and spelling and these are areas secondary teachers are not necessarily trained in.' Quote from a Secondary Literacy Lead

 Thursday 30th January 2025, 4.15pm to 5.45pm

Introduction to phonics to support pupils’ reading in a Secondary setting

• Overview of Systematic Synthetic Phonics (SSP):

  • Explain SSP and its role in reading instruction.
  • Describe SSP introduction for early readers.

• Support for KS3 Pupils (this can also apply to older pupils):

  • Provide strategies for KS3 pupils to use phonics.
  • Emphasise segmenting and blending skills.

• Engagement and Research:

  • Foster interest and further research in phonics.
  • Reference studies on phonics effectiveness.

• Phonics Instruction and Special Needs:

• Discuss the ordered introduction of phonics.
• Highlight phonics for dyslexia and special educational needs.

 

 Thursday 13th March 2025, 4.15pm to 5.45pm

 

Supporting pupils' spelling in a Secondary setting

• Overview of Phonics, Morphology, and Etymology:

  • Explain the role of phonics, morphology, and etymology in spelling.
  • Describe their importance and implementation in reading instruction.

• Support for KS3 Pupils (this can also apply to older pupils):

  • Provide strategies to help KS3 pupils utilise phonics, etymology, and morphology in spelling.
  • Highlight the value of understanding word roots, prefixes, and suffixes.

• Engagement with Spelling Techniques:

  • Foster an interest in spelling and its teaching methods.
  • Encourage further research and engagement with spelling strategies.

• Practical Spelling Strategies:

  • Offer practical techniques for remembering and practising spellings.
  • Emphasise the use of mnemonic devices and structured learning practices.

• Target audience:
• Secondary
• Post 16