**NEW July 2020** For a fully comprehensive whole school/whole day training in the Floppy’s Phonics programme, please consider our pre-recorded webinar (over 5hrs total length). Click HERE for more information.
Already subscribed to the training? Click HERE for the login page.
Click HERE to download a PowerPoint showing the range of Floppy’s Phonics resources.
In addition to Floppy’s Phonics training, Debbie can also offer ‘Bespoke Live Staff Phonics Training/CPD via Online Video Conferencing (Skype or Zoom)’ Click HERE for more information
The video below is a stand-alone Module (14) from Debbie’s ‘Phonics Training Online’ course and describes the rationale and use of the Floppy’s Phonics programme. For a fully comprehensive whole school/whole day training in the Floppy’s Phonics programme, please consider our pre-recorded webinar (over 5hrs total length). Click HERE for more information.
Update 2020: Throughout 2019, Debbie has worked with Oxford University Press to refresh and update the resources of the Floppy’s Phonics programme. Notable changes include:
- The content of the interactive CD-ROMs has been moved to a digital subscription platform for necessary technological reasons. A huge advantage of this change is that parents and carers can now be provided with free access to the interactive platform via their children’s schools. This amounts to providing ‘home’ with exceptional audio-visual ‘interactive’ content which helps in developing language comprehension along with the phonics content for reading, spelling and writing.
- Previously there were three teachers’ handbooks. The content of the third handbook ‘Planning, Assessment and Resources’ has now been moved to ‘Teaching Handbook 1’ and ‘Teaching Handbook 2’ or to the digital platform.
- The photocopiable, paper-based content which is essential for children’s practice (including revision) is provided via the two teaching handbooks but it is now available in the format of ready-made ‘Activity Books’. These are especially popular in international schools as they simply provide an alternative to teachers photocopying essential material in their schools.
At 50 mins 28 secs (slide 57 on assessment), I refer to the first bullet point, “From sound to print for decoding”. This should be, “From print to sound for decoding”. I continue with the second bullet point, “From print to sound for encoding”. This should be, “From sound to print for encoding”. This error is on the video and the printable slide, and in the audio commentary. (Thank you to Alison for drawing this error to my attention.) Debbie Hepplewhite