Pathways to Literacy is a training day that covers the two strands of the literacy model introduced following the Rose Review (2006) and adopted by the current government.
The training day on July 13thin Manchester was attended by Teachers of the Deaf and Teaching Assistants working with deaf children. The group listened to talks; worked in pairs on practical activities; participated in discussions; viewed and evaluated videos of teaching, and reflected on their own professional practice.
The phonics session covered:
- The foundation for developing phonological awareness and the skills required to decode effectively
- Current approaches to teaching phonics
- The newly introduced phonics screen
- Responding to the results of the screen
- Adapting mainstream approaches to meet the needs of deaf pupils
The comprehension session covered:
- What is inferencing?
- What underlying skills are needed?
- What is required to understand fully the meaning of texts?
- How might we teach inferential comprehension?
There was an opportunity to discuss issues around working together in partnership with others, especially working with Teaching Assistants, and to view useful resources.
Finally, ways of evaluating the specialist contribution to provision and improving outcomes were explored.
Each participant was provided with a copy of the Pathways to Literacy DVD – parts of which were used during the training day – and also a copy of the revised Guidance to Teaching Phonics produced by a working group from NDCS, Ewing Foundation, Ear Foundation and BATOD.
A further training day will be held in September in Manchester. Customised versions of the training are being delivered to groups across the country: for more information, contact Trish Cope.
Quotes from 13th July:
“Interesting presentations, relaxed atmosphere, good number in the group and enjoyed the videos and discussions”
“Level of content, presentation and venue excellent!”
“I will be more confident in stressing personalised learning (especially in phonics) where & when the need arises”
“It has helped my understanding of outcomes v provision and I will reflect on my priorities for my weekly teaching sessions”
“I will prepare new INSET materials for mainstream staff focussing on comprehension difficulties”