Alison provides on-site Sounds-Write training for schools. To find out more about having Sounds-Write training at your school, please book a time to chat with Alison or get in touch to arrange a quote.
Schools can also book staff into an online training course when available. Please contact Soundality with a list of names, emails, and postal address for each staff member.
Questions & Answers
Face-to-face courses typically run from 9:00am to 3:30pm over four days, but schools often prefer to start and finish earlier. There is usually a 20-minute break for morning tea, and a 40-minute break for lunch.
The four days of training do not have to be held on consecutive days, and are quite nicely split as Days 1 and 2 consecutively, followed by Days 3 and 4 a week/month/term later.
Please contact Soundality to arrange a quote. Individual registrations in a public face-to-face course are $845 per person, but on-site training is delivered at a set fee regardless of the number of participants. This often means a lower per-person rate. Schools can invite participants from other schools in the area to share the cost.
Travel and accommodation costs may apply. Care is taken to book low-cost options were possible.
Sounds-Write lessons should be delivered in daily, whole-class sessions of about 30 minutes. In the training, videos of the lessons being delivered in classrooms in Australia and the UK are shown.
When considering where Sounds-Write fits within the ‘big picture’ of literacy, the lessons cover:
- phonological awareness
- phonics (for reading and spelling), and
It is expected that the following areas of literacy are also taught on top of Sounds-Write lessons: oral language development, access to high quality literature (often read-aloud to students), handwriting, vocabulary, reading comprehension and written expression.
Because we want students not just to be able to read simple words like ‘cat’ but other wonderfully complex words like ‘catastrophic’! The need for explicit teaching of phonics to continues into upper primary, particularly when it comes to teaching the spelling of more complex words and subject-specific terminology. Training Year 3-6 teachers also allows them to better support their struggling readers and spellers.
Furthermore, training all staff equates to consistency in the language and methods around literacy instruction from one year level to the next (this is overwhelmingly what teachers comment on when they complete their training as a whole school). All teachers can move between year levels and are well-prepared to teach phonics.
That said, some schools choose to start by training their early years staff (up to Year 2 or 3) and upper primary staff complete their training once the program has been implemented for a few months or even years at the school.