• How do you suggest teaching phonics in a composite class, where the scope and sequence is different?

• In a small stage based school, could we do grade based phonics classes?

• How do I use the decodable Get Reading Right books when there is only one word per page?

• What are some tried and tested independent activities for Early Stage One and Stage One in literacy groups?

• What advice would you offer schools who do not have a scope and sequence? Where do you start?

• What is the difference between phonemic awareness and phonological awareness? Aren't they the same thing?

• After returning from Learning from Home, our kids are a little behind. Teachers are worried they are then falling behind in teaching the phonics units. Is it okay to stay on each unit a little bit longer?

• When doing retrieval practice in phonics lessons, can you retrieve any prior learning, or should there be a sequence?

• What does orthographic mapping mean?

• Why is phonics such a big deal now?

• Are there any 'rules' you use to teach students which grapheme they should use eg. ee in sleep not ea, or igh in high not ie? My year 1 students don't have enough exposure or understanding of what looks right.

• Does an r controlled vowel needed the letter r?

• Do you find that it is difficult for some EALD students to discriminate between the short vowel sounds?

• Should you include nonsense words when teaching phonics?

• With the recent delivery of decodables in NSW, do we need to change our phonics scope and sequence?

• Can phonics still be taught well when children are learning from home?

• If a student has dyslexia, will using Get Reading Right help to support their development? Do you have any data that can support our stance that it will?

• What are GPCs and what does GPC mean?