My background is based in Primary Education. My first degree is English (Literature and Language), this gave me a grounding and insight into the value of literature and the ability to decode text, using phonics as one strategy. For my PGCE I opted for the 3-11 path and was lucky enough to study under Professor Lesley Abbott, who contributed to the independent review of the teaching of early reading (Rose, J. 2006). Subsequently I have taught from 3-11 year olds and was English subject lead, in a primary school. This led to working as a Primary Literacy Consultant for Lancashire County Council where I supported a range of schools, the teaching of early reading skills was a large element of this. Following this role I became the Every Child a reader Consultant for Blackpool Local Authority, part of this enabled me to complete an MA at the Institute of Education, University of London and become a Reading Recovery Teacher Leader. In addition to working with Local Authorities, I delivered: bespoke Continual Professional Development (CPD) for schools, in early reading acquisition; phonics and English training on behalf of Pearsons Publishing; a range of literacy based programmes for Fischer Family Trust; Boosting Reading Potential training.
As a result of my studies and experiences I have developed a deeper understanding of early reading acquisition, including the teaching of phonics, benefitting my current role as Undergraduate Lead for the Cumbria Teacher of Reading. My job role also includes: planning for and teaching on modules for both the undergraduate and postgraduate routes into Initial Teacher Training; preparing and delivering phonics training for Schools Direct; one CPD for in-service teachers in reading acquisition (an area I hope to develop further, if given the opportunity).
The development of early literacy skills. The use and impact of short term literacy interventions.
The role of educators in delivering an evolving and balanced curriculum to meet the needs of the students.
