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Course Description

This course aims to enhance teachers' understanding and instructional strategies for developing phonological awareness and phonic knowledge in K-2 students. By aligning with the NSW syllabus, it equips educators with essential knowledge and practical strategies to foster early literacy skills in young learners. Through exploring the foundational elements of phonological awareness and phonic knowledge, teachers will gain the tools necessary to create engaging and effective learning experiences that support students' journey towards reading and writing proficiency.


Audience

K-2 Teachers   


Teaching Standards

2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area:  Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities

2.6.2 Proficient Level - Know the content and how to teach it - Information and Communication Technology (ICT):  Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful

3.4.2 - Proficient Level - Select and use resources: Select and/or create and use a range of resources, including ICT, to engage students in their learning.



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Participant Feedback


"The course was informative and interesting. I liked all of the different resources on offer and the way it was laid out."



"It has been a comprehensive revisiting of the linguistic terms that are essential for teaching phonological awareness."



"Extremely informative course with a lot of information that is relevant to teaching today. "

Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 – Introduction to Phonological Awareness (ES1)

    • Introduction

    • Definitions and Components of Phonological Awareness

    • The Role of Phonological Awareness in Reading Development

    • Stages of Phonological Awareness Development in Children

    • The Difference Between Phonological Awareness and Phonemic Awareness

    • Class Activity – Syllable Clapping Activity for Early Stage 1 (ES1)

    • Reflection Question
  • 3

    Module 2 – Strategies for Teaching Phonological Awareness

    • Introduction

    • Word Awareness

    • Responsiveness to Rhyme

    • Syllable Awareness

    • Onset- Rime Manipulation

    • Phonemic Awareness

    • Suggestions for Collaboration

    • Reflection Question

  • 4

    Module 3 – Understanding Phonic Knowledge (K-2)

    • Introduction

    • Definition and Components of Phonic Knowledge

    • The Relationship Between Phonics and Phonological Awareness

    • The Progression of Phonics Instruction in K-2

    • Comparison of Phonics Programs

    • Common Misconceptions When Teaching Phonics and How to Address Them

    • Common Challenges When Teaching Phonics

    • Importance of Phonological Knowledge for Transitioning to Years 3-6

    • Reflection Question
  • 5

    Module 4 – Practical Activities for Developing Phonic Skills

    • Introduction

    • Designing and Implementing Phonics Games and Activities

    • Using Decodable Texts to Reinforce Phonic Skills

    • Interactive Digital Tools for Phonics Instruction

    • Creating Phonics Flashcards and Other Teaching Aids

    • Teaching Different Spelling Strategies

    • Reflection Question

  • 6

    Module 5 – Assessing Phonological and Phonic Knowledge

    • Introduction

    • Assessment Techniques for Phonological Awareness

    • Suggestions for Collaboration

    • Tools and Methods for Assessing Phonic Knowledge

    • Using Data to Inform Instruction

    • Differentiating Instruction Based on Assessment Results

    • Using AI to Support Differentiation

    • Suggestions for Collaboration

    • Reflection Question

  • 7

    Course Feedback

    • Course Feedback

Do you teach in NSW? If so, this is relevant to you:

Completing Building Early Literacy Skills: Phonological Awareness and Phonic Knowledge will contribute 3.5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/Early Years Learning Framework, addressing Standard Descriptors 2.1.2, 2.6.2 and 3.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher in NSW.

 

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