CfBT Education Trust Mainstream training
TEACHING EARLY LANGUAGE AND LITERACY (TELL) A whole school approach to systematic and synthetic phonics This is a bespoke programme tailored to meet your school’s precise needs, with the aim of strengthening phonics, early language and literacy development, by supporting improvements in learning and teaching throughout key stage 1
Module options are from the menu below: · Assistance with a needs analysis audit
· Completion of the analysis of your phonics based data
· Support to secure judgements on the quality of phonics teaching
· Support to develop a whole school approach of phonics into spelling
· Support for the use of talk to enhance learning
· Support to model phonics teaching in identified cohorts
· Support or Joint planning for phonics and early literacy
· Lesson study in TELL
· Support the making of secure phase judgements through accurate pupil assessment
· Developing teacher/ teaching assistant knowledge in TELL, supporting in –class coaching and mentoring
· Support to establish collaborative planning in TELL
Course Ref: CFBTTELL Course delivery: £175
Bespoke consultancy up to 6 delegates £525 More than 6 delegates £750
SYSTEMATIC SYNTHETIC PHONICS DAY COURSE SUITE:
1) Synthetic Phonics: Developing effective strategies for early literacy – exploring the phases, pedagogies and progression through Letters and Sounds
2) The role of the lead teacher for phonics in schools – supporting leaders to develop their role in raising standards in the learning of early literacy
3) Developing strategies to secure phase 5 by the end of year 1 – ensuring age related expectations are met and success in the year 1 phonics screening check are met
Course ref: CFBTDM Course delivery: £175
Bespoke consultancy up to 6 delegates £525 More than 6 delegates £750
Associated teaching resources Letters and Sounds and associated decodable texts
Catch-up training
TEACHING EARLY LANGUAGE AND LITERACY (TELL) Phonics intervention: A three tiered approach
Although the main training relates specifically to Letters and Sounds: Principles and Practice of High Quality Phonics, the intervention element of the programme enables the pedagogy and practice to be adapted to any high-quality systematic synthetic phonics programme.
The intervention/catch-up programme is offered as a three tiered approach.
The first tier supports children entering KS1 who have not achieved Phonic Phase 3 at the end of YR.
The second tier supports children who are falling behind between Phases 2 and 4 at any point in YR and KS1.
The third tier supports children who require a more intensive programme to reach age-related expectations by the end of KS1.
Course Ref: CFBTCU Course delivery: £175
Bespoke consultancy up to 6 delegates £525 More than 6 delegates £750
CfBT have many years providing training against strict performance indicators and measures. In the East Midlands, this achieves a figure of 100% satisfactory with 97% “good” or better.
“This project has totally equipped our children with the independence and confidence to read and begin to write. Standards improved significantly”
Ricky Danks Lead Teacher Boston St Nicholas C of E primary School
Outcomes for teachers would comprise a strong underpinning knowledge of phonic phase progression and delivery through the daily teaching sequence and the application to wider classroom context to improve literacy skills
Outcomes for pupils would comprise a secure knowledge of the alphabetic code and confidence in applying learnt skills into reading and spelling. Progress would be measured against expected standards in their phonetic knowledge by the end of year 1.
Our training is centred around the Letters and Sounds approach and emphasises the key features central to establishing pace and progression within the teaching of reading under-pinned by the use of synthetic phonics as the first and default approach to decoding unfamiliar words.
A variety of engaging and stimulating multi-sensory activities are provided in the training for use within the daily discrete phonics sessions and beyond to support practice and application into reading and writing.
The training covers how to use the resources judiciously so that teaching remains tightly focused on the learning goals.
There are two routes through this programme.
1 A bespoke programme of whole-school support delivered within a school or a collaborative pairing or small group of schools
2 Central training available regionally or via school networks/ clusters
Courses only available in the following region:
East Midlands
All suppliers of training have made a commitment to provide training that meets the DfE criteria. Schools should satisfy themselves that training selected is appropriate for their needs.
107
ttrainingraining
CFBT EDUCATION TRUST LINCOLNSHIRE SCHOOL IMPROVEMENT SERVICE
ADDRESS: PAT ECCLES CFBT EDUCATION TRUST LINCOLNSHIRE SCHOOL IMPROVEMENT SERVICE THE OLD VICARAGE
COUNTY OFFICES, NEWLAND LINCOLN LN1 1YQ
TELEPHONE: 01522 552829 FAX: 01522 553311 EMAIL:
epurbrick@cfbt.com peccles@cfbt.com
WEBSITE:
www.cfbt.com
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132