Teaching Phonics

Are you looking for ways to help your students bridge the gap between letters and their sounds? Phonics is the cornerstone of early literacy, yet many teachers do not feel confident in teaching phonics in a systematic and explicit way. This course provides insights into the teaching of phonics for both primary and secondary teachers and identifies the critical evidence-based strategies and practices that support student learning, using the latest research. You’ll take a deep-dive into the theories that underpin phonics and the contemporary instructional approaches that can support you to embed systematic synthetic phonics teaching into your daily practice, including with diverse cohorts of students. You will also consider the position of phonics within a broader literacy program. Supported by an online community of peers, you will connect with other educators across Australia and leave better prepared to help your students develop the phonics skills they need. 

Our Teaching Phonics course is aligned to the Australian Professional Standards for Teachers at the highly accomplished level, with a focus on evidence-based strategies tailored for today's dynamic classrooms. You will explore contemporary, evidence-backed strategies for systematic phonics instruction to supplement and enhance other areas of literacy education, such as writing, spelling, reading comprehension, vocabulary and grammar. You’ll also:  

• develop familiarity with core systematic synthetic phonics research, knowledge and terminology (including the links between phonological awareness and phonics)  
• engage with assessment and screening methods of phonics understanding 
• enhance your knowledge of a range of explicit teaching strategies for phonics and reflect on their efficacy 
• examine and refine your practice through an optional Action Research project 
• connect with an active online community for discussion and reflection 
• engage with, share and contribute to a repository of relevant teaching resources 
• work toward a potential credit pathway for post-graduate study at the University of Adelaide.  
   

Module 1 - Foundations of phonics

Module 1 summary: 

In this module, you will explore phonics, a key foundation for reading and writing success. There is a particular focus on the benefits of a systematic synthetic approach in phonics instruction. You will be introduced to two key models for reading and learn about phonological awareness, phonemic awareness and the benefits of a whole-school approach to teaching phonics.

Module 1 learning outcomes: 

• Explain the essential components of reading and describe how phonics is positioned within the reading research and the ‘bigger picture’ of learning to read. 
• Illustrate the sequential nature of learning phonics (beginning with phonological awareness and phonemic awareness) and elements of a systematic synthetic phonics approach. 
• Describe the systematic synthetic approach to phonics instruction and justify its use. 
• Appraise and share a relevant teaching resource to support the effective teaching of phonics. 
• Apply the principles of action research to an identified problem of practice related to teaching the foundations of phonics. (optional) 

Module 2 - Assessment of phonics understanding

Module 2 summary: 

This module will discuss the importance of phonics assessment. It outlines what you will be looking for when assessing phonics skills and knowledge, how you can do this through formal and informal assessment methods, what to do with the data once collected and when you may need to seek support from specialists. Finally, the importance of a whole-school approach to phonics assessment is discussed. 

Module 2 learning outcomes: 

• Explain a range of phonics skills that can be assessed and determine the role of formal and informal assessment methods in this process. 
• Critically reflect upon how phonics data is used to inform planning or determine when to seek specialist intervention. 
• Reflect upon how your school implements effective whole-school phonics assessment. 
• Appraise and share a relevant teaching resource to support assessment for and screening of phonics understanding. 
• Apply the principles of action research to an identified problem of practice related to assessment for phonics understanding. (optional) 

Module 3 - Planning and implementing phonics teaching

Module 3 summary: 

In this module, you will learn about planning and implementing an explicit, systematic synthetic phonics lesson using evidence-informed strategies. You will be introduced to the two phases of a phonics lesson (the daily review and explicit teaching) and consider ways to differentiate phonics instruction to meet the diverse learning needs of students in your classroom. Finally, the importance of a whole-school approach to planning and implementing phonics teaching is discussed. 

Module 3 learning outcomes: 

• Explain and apply the processes for planning an explicit systematic synthetic phonics lesson. 
• Identify and evaluate strategies to differentiate your phonics instruction. 
• Plan and implement an explicit systematic synthetic phonics lesson that incorporates differentiated teaching strategies. 
• Appraise and share a relevant teaching resource to support planning and implementing phonics teaching. 
• Apply the principles of action research to an identified problem of practice related to planning and implementing phonics teaching. (optional) 

Module 4 - Targeted phonics support

Module 4 summary: 

In this module, you will explore how you can work with specialists and families and communities to support students with their phonics learning. There is a focus on phonics teaching for students from backgrounds where Australian English may not be their first language or dialect, older students who may have gaps in their phonics knowledge and students with disabilities. Finally, the importance of a whole-school approach to targeted phonics support is discussed. 

Module 4 learning outcomes: 

• Explain the specific needs of diverse cohorts of students who may be facing difficulties with phonics, and design tailored support. 
• Critically reflect on the importance of working with families to support phonics learning and strategies to do this effectively. 
• Explain the role of a variety of specialists and evaluate when their support may be needed in the teaching of phonics. 
• Appraise and share a relevant teaching resource to work with targeted phonics support. 
• Apply the principles of action research to an identified problem of practice related to targeted phonics support. (optional) 

The micro-credentials are designed for Australian-based school teachers (early years, primary and secondary), school leaders, other education professionals within the school setting and pre-service teachers.

This program will expand your understanding of how to effectively teach phonics to diverse cohorts of students. A solid grasp of how to teach phonics will further boost your confidence in using contemporary and evidence-based literacy practices across all your literacy programs. This knowledge can translate into greater awareness of the importance of early foundational skills when teaching reading and writing, as you witness firsthand the positive impacts on your students. You will feel prepared and assured to support learning with access to a well-structured repository of resources and a framework for teaching phonics. Completing this micro-credential can also count towards the annual 20-hour professional learning requirement for maintaining your teacher registration. 

We know that learning happens most efficiently when teaching is clear, systematic and guided with intent. Students benefit significantly from the application of evidence-backed strategies to develop their understanding of phonics. These strategies support students to decode with automaticity and develop their overall literacy skills. Students benefit from explicit teaching of letter-sound relationships, and phonics knowledge helps your students develop the foundations for vocabulary growth, comprehension and reading fluency. This encourages engagement and makes the learning process more efficient and enjoyable. 

When educators are equipped with a developed understanding of phonics and effective instructional techniques, they are better positioned to enhance student learning outcomes in literacy. School leaders can use the micro-credential to support implementation of a whole-school approach to teaching phonics by encouraging all teachers to undertake the micro-credential together. The readings, tasks and strategies can form the basis for ongoing critical conversations of professional learning teams to share practice.  

In 2022, the Quality Initial Teacher Education Review suggested that short courses could help teachers to upskill, particularly in areas where they feel underprepared, such as managing classrooms, using explicit teaching strategies, and teaching phonics. In response, the Australian Government has selected the University of Adelaide to develop evidence-based micro-credentials so that teachers in all stages of their careers can upskill in these areas of need with minimum disruption to their work capacity.