The document discusses systematic synthetic phonics (SSP), the recommended approach for teaching early reading in the UK. SSP involves teaching grapheme-phoneme correspondences in a clearly defined sequence, and having students blend phonemes to read words and segment words into phonemes to spell. The document provides background on the Rose Review and changes to teaching reading in the UK. It outlines the 10 steps student teachers will take to develop their understanding and skills in SSP, including observing lessons, developing an SSP portfolio, and receiving feedback on teaching phonics.

1. PGCE Lecture
Systematic Synthetic Phonics

2. Teachers’ Standards
PART ONE: TEACHING
A teacher must:
TS3
Demonstrate good subject and curriculum
knowledge
• If teaching early reading, demonstrate a
clear understanding of systematic
synthetic phonics

3. What is systematic synthetic
phonics?
Synthetic phonics…
Refers to an approach to the teaching of reading in
which the phonemes (sounds) associated with
particular graphemes (letters) are pronounced in
isolation and blended together (synthesised).
And systematic phonics?
Phonics instruction is systematic when all the
major grapheme-phoneme correspondences are
taught and they are covered in a clearly defined
sequence. (GPCs)

4. Background & Context
• Rose Review in the Teaching of Early Reading 2006
• Changes in the statutory requirements of National Curriculum and Early
Years Foundation Stage to reflect new focus on phonics
• Letters and Sounds resources sent to all schools 2007
• Emphasis on systematic phonics teaching ( synthetic regarded as best
approach)
• Increasing attention on systematic synthetic phonics (SSP) as main
teaching approach in early reading 2010
• Government’s decision on a phonics screening check for 6 year olds ( pilot
2011 and rolled out 2012)
• Change in criteria for phonics programmes 2010 now includes ‘decodable
books’
• Match funding available to school buying selected resources from official
catalogue
• New standards for QTS includes ability to teach SSP 2012
• Results of 2012 phonics screening check 58% of pupils met the expected
standard of phonic decoding ability (at least 32 / 40 words & pseudo words)

5. Rose report : key
recommendations
The teaching of early reading should be
contextualised within a broad and rich
multi-sensory language curriculum, i.e:
– Varied opportunities to listen and talk
– Quality reading experiences, i.e. being read to,
sharing or independently reading from a range of
reading materials, e.g. poetry, narrative, non-fiction.
– A holistic view of learning that makes sensible links
between subject areas.
– Appropriate use of ICT.

6. The role of phonics
SSP
Rich language
environment
Talk
stories
Book
talk Reading
writing
media
ICT
drama
A range
of books
Print-rich
rhyme
song

7. The role of phonics
Rich language
environment
Talk
stories
Book
talk
Reading
writing
media
ICT
drama
A broad and
rich
language
curriculum
A range
of books
Print-rich
rhyme
song

8. PGCE Opportunities (2012/2013)
10 steps to Successful Skills and Understanding
of Systematic Synthetic Phonics
at Middlesex University
1. Visit to Partnership schools to observe phonics lessons (October 2012)
2. Introductory lecture on the importance of SSP (October 2012)
3. Receive a SSP portfolio to develop understanding and build up skills in
teaching phonics and track own progress (October 2012)
4. Present mini teaching sessions on phonemes - semester 1
5. Self study material available on UniHub (throughout the year)
6. School experience includes requirements to observe and teach phonics
(SBT1 and SBT2)
7. Receive feedback from mentor or classteacher or link tutor on teaching
phonics on SBTs
8. Taught university sessions to include practical opportunities to use
resources in teaching phonics (semester 1)
9. Support in planning a phonics lesson and receive feedback (semester 1)
10.Continuing support with the University’s Wikiphonics in your NQT year

9. Student Teachers’ SSP Portfolio
Sections on:
• Subject knowledge – must be secure
• Criteria for selecting phonic programme
• Planning for phonics
• Step by step guidance with the Letters and
Sounds programme
• Regular progress checks, reflection and
setting targets via activities and auditing

10. Phonological awareness
units of sounds
in words
Syllables
carpark
onset and rime
c ar
sp in
in
tr ee
Phonemes
c a t
s p i n

11. Alphabetic code
Phonemes are represented
by graphemes
The skill of
Blending
(synthesising)
READING
The skill of
Segmenting
SPELLING
C a t = cat Cat = c a t
Blending and segmenting are reversible processes
Phonic knowledge and skills

12. The English language has 44
phonemes
and 26 letters
• A phoneme can be represented by one or
more letters. E.g. t kn igh
• The same phoneme can be represented
(spelt) in more than one way. E.g. rain may
lake
• The same grapheme may represent more
than one phoneme .E.g mean /deaf
• or field / tried
THIS IS THE ALPHABETIC CODE

13. The four principles of SSP
1. Learn grapheme/phoneme (letter/ sound)
correspondences (the alphabetic code) in a
clearly defined, incremental sequence (GPC);
2. Apply the highly important skill of blending
(synthesising) phonemes, in order, all through
a word to read it;
3. Apply the skills of segmenting words into their
constituent phonemes to spell;
4. Blending and segmenting are reversible
processes.
13

14. How many phonemes?How many phonemes?
shelfshelf
dressdress
thingthing
boatboat
eighteight

15. WORDWORD PHONEMESPHONEMES
shelfshelf shsh ee ll ff
dressdress dd rr ee ssss
thingthing thth ii ngng
boatboat bb oaoa tt
eighteight eigheigh tt

16. Phonic Terminology
These terms can be used with children
• Phoneme
• Grapheme
• Digraph
• Split digraph
• Trigraph
• Blending
• Segmenting
How many words
can you define?