Structured Synthetic Phonics

An online course for Primary English teachers

These structured synthetic phonics (SSP) training videos and curriculum materials are provided to the Ministry of Education and Skills Development (MoEDS) by Diana Rigg, founder of PLD Literacy (pld-literacy.org) through Hear Hear for Bhutan (HHfB), a charity organization based in Perth, Western Australia.

These training course is aimed at enhancing the capacity of teachers in implementing structured synthetic phonics in key stage one. 


Recommended for -  English teachers implementing SSP in the key stage one.
Course presenter - Diana Rigg BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)
Course length - 4 hours
Access to course - 90 days
Supporting materials - Referenced material available for download

Course curriculum

    1. PP SSP Video 1 Alphabet Sounds

    2. PP SSP Video 2 Phonemic Awareness

    3. PP SSP Video 3 The Emergence of Early Reading

    1. Class I SSP Video 4 Phonics and Phonemic Awareness

    2. Class I Video 2 Reading and Spelling Phonics Lists

    3. Class I SSP Video 3 Phonic Passage Reading and Dictation

    1. Class II SSP Video 7 Phonic Concepts

    2. Class II SSP Video 8 Phonic Reading List

    3. Class II SSP Video 9 Phonic Reading Passage

    1. Class III SSP Video 10 Phonic Concepts

    2. Class III SSP Video 11 Phonic Reading Word Lists

    3. Class III SSP Video 12 Phonic Passage Reading

About this course

  • Free
  • 12 lessons
  • 4 hours of video content

This course comprises four Sections

Pre-Primary: Implementation of structured synthetic phonics (SSP)

- Modern Phonics: Alphabet Sounds and Phonic Sounds.
- Phonemic Awareness (the 'sounding out' skills required for reading and spelling).
- The emergence of early reading.

Class I:  Implementation of structured synthetic phonics (SSP)

- Part A, focuses upon 'sounding-out' the Class I words, and Part B, focuses upon outlining the Class I phonic sounds.
- Part A, outlines how to teach students to 'sound-out' and read the Class I phonic list words, and Part B, outlines how to teach students to 'sound-out' and spell Class I phonic list words.
- Part A, outlines how to teach students to read the Class I phonic passages, and part B, outlines how to teach students to re-write the class I phonic passages.

Class II: Implementation of structured synthetic phonics (SSP)

- Revision on Pre-Primary and Class I sounds before introducing the Class II phonic sounds.
- Part A, outlines how to teach students to "sound-out" and read the Class II phonic list words and, Part B, outlines how to teach students to "sounds-out" and spell Class II phonic list words.
- Part A, outlines how to teach students to "sound-out" and read the Class II phonic list words and, Part B, outlines how to teach students to "sound-out" and spell Class II phonic list words.

Class III: Implementation of structured synthetic phonics (SSP)

- Revision of Class I and II phonic sounds before introducing the Class III phonic sounds
- Part A, outlines how to teach students to "sound-out" and read the Class III phonic list words and, Part B outlines how to teach students to 'sound-out' and spell Class III phonic list words.
- Part A, outlines how to teach students to read the Class III phonic passages and, Part B, outlines how to teach students to re-write the class III phonic passages.

ABOUT THE INSTRUCTOR

Diana Rigg

Founder & Director

Diana Rigg started her career as a teacher in 1992. Early on she identified that her tertiary training had not prepared her for the literacy and learning needs that she encountered in the classroom. It wasn’t long before she decided to pursue post graduate studies to extend her knowledge. While completing a Masters in Education, Diana became aware of the significant lag between research being published and findings being applied in curriculum and ultimately the classroom. This was the catalyst that motivated Diana and to this day Diana strives in her consultancy and publishing work to ensure the most current research is finding its way into Australian classroom practises. After completing her fourth degree, Diana decided that her next step was either an education based PHD or to look for answers from another discipline. In 2004 Diana completed her Masters in Speech Pathology. For the next three years Diana worked at a Speech Pathology clinic while continuing to consult with schools. In 2007 Diana started her own practice. The practice was initially comprised of Speech Pathologists focused on servicing children with language and literacy difficulties. After a year and a half of operation, Diana introduced Occupational Therapists into the clinic. From the outset PLD operated as a clinic, a consultancy and a publishing house. In addition to delivering services to children, the clinic assisted the publishing house, by trialling and testing of the devised programs. The success of the publishing range can be attributed to the clinic’s trialing of the programs. In 2011, Diana made the decision to close the clinic, which serviced one child at a time, and focus on the bigger picture in education. She realised that there were so many children in schools that were not lucky enough to benefit from the PLD clinic. Her focus turned to equipping educators with evidence-based programs and techniques developed by her team of Speech Pathologists, and Occupational Therapists. To this day, Diana has worked with thousands of schools, continuously striving to bring evidence-based programs into the classrooms and to the children of Australia. Her work in this area has continuously been proven to improve student outcomes.