The organisations in this project explored using Post-16 phonics approaches to support literacy in four distinct contexts. They worked with Functional Skills English and maths learners in an F.E. college group, with learners in vocational workshops across several prisons, with SEND/LDD learners in a land-based college and with a variety of native English speakers and ESOL learners across a community adult learning service including an extra-curricular phonics-based spelling club.
Across the project they have documented the experience of training and supporting not only English teachers but also support staff, vocational tutors, volunteers and front-line staff in Post-16 Phonics approaches. From small steps to big changes, they looked at fostering meaningful collaboration within their organisations and developing autonomy and confidence in both staff and learners.
Tricia Millar was the strand lead for Project 10. Read her editorial: ‘Spelling with Post-16 Phonics’
Watch the group presentations at the final dissemination event by clicking play (to the right). You can also view their slides here.