Using Macmillan Phonics with Post-16 learners

TABLE OF CONTENTS

• Learners with Lower Literacy
• ESOL Learners
• Learners with SEND 
• SCITTs and Trainee Teachers

Using the Macmillan Phonics course in Post-16 can repair gaps in literacy, fluency, and supporting access to vocational and academic texts. These resources can be integrated into interventions, functional skills lessons, ESOL and SEND support as well as work as a valuable resource for distance and independent learners.

Learners with Lower Literacy

For those with low literacy and weak decoding skills, this can affect comprehension, confidence, and progression. Using Snappy Sounds can help learners to target specific phonetic gaps and practise at their own pace, including for those catching up after absences or remote learning.

To support these learners, we recommend: 

• Setting the Fast Phonics nuggets to target the specific sounds or spelling patterns learners are missing.

• Using decodable readers in I Read nuggets to practise these patterns aloud, either in class, in 1:1 sessions, or as independent work.

• Listen and echo read with the Read to Me nuggets focusing on fluency and accuracy, when recognising sounds, segmenting and blending.

• Combining with our SPaG and Functional Skills Entry Level nuggets to reinforce spelling rules alongside decoding.

ESOL Learners

EAL/ESOL learners in a Post-16 setting often need support with English sound-spelling patterns. Using the course can support their familiarity with English phoneme-grapheme recognition, which can support learners to access course materials, exams, and workplace texts.

To support these learners, we recommend: 

• Using Fast Phonics nuggets to revise sounds learners struggle with.

• Modelling reading aloud in I Read nuggets while learners track the text, or learners can watch the Read to Me nuggets for pronunciation support.

• Promoting echo reading and independent rereading using the digital decoders.

• Encouraging repeat independent readings of texts in the I Read nuggets to build confidence and automaticity.

Learners with SEND 

Learners with some SEND may need scaffolded, multi-sensory phonics support to access reading for functional or academic purposes. This can provide support for difficulties with multi-syllable words and complex spelling patterns and develop confidence in reading. Learners can work at their own pace, and independently to target sounds they struggle with the most. 

To support these learners, we recommend: 

• Delivering short, scaffolded sessions using Fast Phonics nuggets tailored to learners’ specific gaps.

• Using the visual and auditory cues in I Read and Read to Me nuggets to encourage repeated readings to build fluency.

• Pair face to face intervention learning with I Read and Fast Phonics practice to reinforce learning or provide post/pre-teaching support.

• Ask questions on the I Read decodable texts, developing comprehension and functional reading skills.

SCITTs and Trainee Teachers

Trainee teachers can use the Snappy Sounds content to develop their own phonetic knowledge, supporting them to meet course requirements and becoming confident literacy practitioners.

As a trainee teacher, we recommend: 

• Working through Fast Phonics nuggets to strengthen understanding of sounds, spelling patterns, and multi-syllable decoding strategies.

• Practicing modelling and echo reading with the decodable texts in the I Read nuggets

• Watching the Fast Phonics and Read to Me nuggets to support phonetic accuracy, pronunciation and fluency.

• Setting up short interventions using Fast Phonics and I Read nuggets to practise applying your phonics knowledge in a teaching context.