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  • Welcome to Jolly Learning

  • Emefa Gyamfi


    Emefa Gyamfi graduated from the Kwame Nkrumah University of Science and Technology, Kumasi Ghana with a Masters degree in Public Administration and also a Professional Teacher with over 20 years of teaching experience within the Ghana Education Service. She is currently an Assistant Director and Private Schools Coordinator for Ghana Education Service in Prestea Huni Valley District of Ghana, She is the founder and CEO of REMALJ Reading Clinic: a Jolly Phonics driven reading clinic for underserved communities in Bogoso and Prestea in the Western Region of Ghana. She has and continues to chalk success in this regard. She is a certified professional Jolly Phonics Trainer. Her overriding passion is to teach, train, mentor and coach public and private school teachers as well as Parents in the promotion of literacy among children and adults with reading disabilities and or foundation challenges.

    233 505 402001
    233 244 838863
    Ghana and abroad
  • Shweta Modi

    Udaipur, Rajasthan

    Shweta is a certified TESOL educator, has been certified by Oxford Printing Press for a range of Teacher Training Modules and currently works at Witty International School, Udaipur. Shweta also runs Creative Minds Academy (CMA) and as founder, Shweta’s institute offers various programmes for children’s learning as well as training for teachers. Jolly Phonics and Grammar being the core part of both the teaching and training curriculum.

    On her journey to impart skills, Shweta discovered Jolly Phonics five years ago and found it immensely helpful due to the unconventional techniques and methods, which keep children interested. Shweta’s motive as a Jolly Phonics Trainer is to make a difference to her community by cultivating good reading and writing habits in children and to help them excel.


    095 4992 2964
    Rajasthan and nearby
  • Priya Samir Allawadi


    Priya originally graduated as a Chemical Engineer, and then became a certified Montessori teacher. Whilst working as a preschool teacher, she came across the Jolly Phonics Programme for the first time. It was a turning point in her life and a breakthrough moment for her students! Using Jolly Phonics, as opposed to rote-learning and the conventional methods, learning to read and write became a much more effective process.

    Since 2009, it has become Priya’s passion to teach early literacy and unveil the magic of the Jolly Phonics multi-sensory method of teaching literacy. It is fun and exciting, both for children and teacher and she has been using Jolly Phonics with students of different age groups with excellent results! These tremendous improvements in the students’ reading and writing skills has helped them become ardent readers, creative writers and basic English speakers.

    Priya is very passionate and enthusiastic to share her knowledge of Jolly Phonics to empower teachers, parents and other educators who truly want to see their children achieve with confidence and develop their love for learning, hence making the difference in the lives of the next generation.

    India and abroad
  • Gracelyn Owusu Achiaa

    Winneba, Central Region

    Gracelyn is a professional teacher with a Bachelor of Education (Basic) from the university of Education, Winneba, Ghana; and a Certified Jolly Phonics Professional Trainer.

    From 2014 till date, Gracelyn has been the Jolly Phonics facilitator in the Winneba Municipality. She has a specialisation in teaching literacy, in both English and the Fante language, using Jolly Phonics. The pupils who sit in her Jolly Phonics lessons exhibit proficiency in reading and writing so have been nicknamed “The Jolly Classes”. Gracelyn’s teaching of Jolly Phonics is not limited to pupils alone, but teachers alike! As a result, Gracelyn was awarded the Best Teacher for Jolly Phonics in 2015.

    Gracelyn will soon be readily available to share her experiences and train more teachers, and to help build the greatest foundation in children and even adults who want to read and write in English. Currently she is supporting the facilitation of Jolly Phonics adoption within Ghana.

  • Stephen Sandoh Naah

    Bolgatanga, Upper East Region

    Stephen is a professionally trained teacher and holds a Diploma in Basic Education. The ease and fun with which teachers and pupils engage in Jolly Phonics classrooms made the method a ready favourite to him. Although Stephen teaches in a rural community, his pupils achieve great progress in learning to read and write early because of the Jolly Phonics method. In addition to teaching, Stephen also mentors other teachers’ teaching of Jolly Phonics in the Bolgatanga Municipality of Upper East Region, Ghana.

    Stephen will soon be readily available to share his experiences and train other teachers although currently he is supporting the facilitation of Jolly Phonics adoption within Ghana.

  • Tarryn Frost

    Somerset West, Cape Town

    Tarryn is a BEd qualified Educator with 7 years experience in the Foundation Phase. She currently teaches Grade 1 and also holds responsibility as Grade Head. Tarryn has been using the Jolly Phonics programme for over 3 years and has seen tremendous results in her students’ ability to read and write.

    What Tarryn loves most about Jolly Phonics, is that it is engaging for young children and appeals to various learning styles. The children she teaches are learning valuable skills while having fun! What impresses Tarryn the most, is that after only the first 12 weeks of learning the letter sounds, children are able to decode words successfully as well as form letters correctly. By the end of Grade 1, they are confident readers who are able to read and write at an increasingly higher level than taught through any other programme.

    I believe in Jolly Phonics and have seen, first hand the wonderful way in which it develops a love and passion for reading and writing. Tarryn would love to share with others how using this programme will benefit the children each year, as well as improve ones own teaching methodologies and to share strategies to support children as they embark on their journey of reading and writing!

    082 488 4711
    South Africa
  • Shweta Gupta

    Navi Mumbai

    Shweta Gupta has been teaching in the educational sector for the last 16 years. Initially Shweta was not using Jolly Phonics and was not getting encouraging results in teaching English to the students. After finding Jolly Phonics 12 years ago, Shweta switched her teaching to the Jolly Phonics method and instantly noticed a tremendous improvement and changeover in the reading, spelling and pronunciation within days. She has also successfully used Jolly Phonics for struggling readers.

    Shweta is a certified Para Professional for blind and visually impaired people, as well as a lifetime member of the Early Childhood Association and believes that Jolly Phonics and Grammar is key to the grooming young and blooming minds, into confident and competent readers and speakers. This in turn will help them develop ethical values to successfully meet the challenges of this highly competitive world by giving secure understanding of the English language.

    +91 96191 53067
    All over India and abroad
  • Gemma Wilkes

    Dudley, West Midlands

    Gemma graduated with a BA(Hons) and a PGCE specialism in Early Years. During her time at university, Gemma came across Jolly Phonics and saw the potential of the programme in her teaching. She has taught in local primary schools for the past 18 years, as well as being Strategic Leader for EYFS, KS1 and English.

    Gemma has used Jolly Phonics, and then Grammar during all of her teaching years. She has experience implementing the programmes in Reception, Year One, Two, Three, Four and Five in a number of schools across Early Years, KS1 and KS2. Jolly Phonics and Grammar has never ceased to amaze Gemma! “To think that a child can begin their formal education in September with little knowledge of reading, to becoming a reader and writer after just eight weeks is phenomenal” states Gemma. She believes that reading is the key to the world.

    Gemma can offer support with setting up and implementing Jolly Phonics and Grammar in your school from Early Years through to KS2. This can include phonics training for teachers, teaching assistances and parents, alternative whole school Inset days, twilight sessions or specific training for individuals, year groups or phases.

    01384 242548
    West Midlands
  • Olufunmi Bankole


    Olufunmi is a seasoned educator who has a passion for helping children develop reading skills as early as possible. She has achieved great results teaching primary level pupils to read and write using Jolly Phonics. In addition, she has trained many teachers in the Jolly Phonics method. Many of these teachers have since become ‘Jolly Phonics Ambassadors’ and spread the Jolly word and advocate the Jolly Phonics programme to use in schools.

    Olufunmi has delivered and managed Jolly Phonics pilot projects, leading to full adoption in four states! She has managed large scale training and mentoring of teachers in government and private primary schools in South West Nigeria.

  • Zaibunnissa Sadozai


    Zaibunnissa completed her Masters in International Relations in 1997 from the University of Peshawar, Pakistan. She began her career as a Primary Teacher soon after finishing her Masters and served in many prestigious schools within Pakistan. She also spent time in Virginia, USA as the lead teacher in a pre-school there.

    Zaibunnissa was first introduced to synthetic phonics in 2007, but it wasn’t until 2014 that she came across and started teaching with Jolly Phonics, with English as her major subject. As a teacher using Jolly Phonics, she experienced amazing developments in the reading and writing skills of children, especially the children with poor visual skills. Currently Zaibunnissa is working as a Vice Principal and teacher of Jolly Phonics at her school, but has been involved in the AFAQ Adoption of Jolly Phonics with Ms. Sadaf Asif.

    “The reading is the lost heritage in our society and as a English teacher my aim is to promote the reading skills among children on a larger scale in my country.” Zaibunnissa Sadozai

    Within Pakistan and outside of Pakistan upon request
  • Esther Bose Ikhalume

    Bonny Island, Rivers State

    Esther’s passion to see her pupils read and write led her to constantly research best methods to use in teaching reading to beginners. Her search came to a resting point when she discovered Jolly Phonics. This method was so effective she decided that this find was not just for herself, but one that must be shared with as many teachers and educators as possible! Since then, Esther has trained hundreds of teachers and continues to teach children and adults using Jolly Phonics in both public and private schools. In addition, she has also helped struggling readers become successful using the Jolly Phonics Extra Kit with the intervention Jolly Buddies so is keen to extend her itinerary to other African countries.

    Nigeria and West Africa
  • Dina Qbeiwi


    Dina Qbeiwi is a pre-school and Kindergarten teacher with over 10 years of experience, teaching English to children from Arabic, English and other backgrounds. She is a strong believer in Jolly Phonics for she has used the programme with different age groups and has witnessed its outstanding results from her students, as well as deep satisfaction from their parents.

    Dina is keen to share her successful journey of the Jolly Phonics programme and pass her experiences on to other teachers to give them a better understanding of the programme’s approach and how to best apply it in their classrooms.

    +962 796 360 088
    Any safe-to-travel areas
  • David Watkins


    David is originally from the UK but has been living and working in Japan since 2001, teaching in both private and public schools. In 2013, David set up Yamatalk English school to focus on teaching younger learners. David began to teach with Jolly Phonics in 2014, seeing outstanding results from his students. He finds Jolly Phonics to be a wonderful way not only to teach children literacy, but to also unlock their enthusiasm and motivation for studying English.

    David would like to share his experiences with Jolly Phonics as a means to teach literacy, not just with other teachers, but with parents looking to get more involved in their children’s English learning.


    Japan (and other countries in the region with notice)
  • Evelyn Forson


    Evelyn is a professional teacher who graduated from the University of Education, Winneba, Ghana with a Bachelor of Arts in Early Childhood Education. She has over seventeen years of teaching experience in the public sector of education within Ghana, and is currently the Bolgatanga Municipal Early Childhood Coordinator in Ghana.

    Evelyn has been training teachers how to teach children with reading and writing challenges, by using Jolly Phonics. She has seen a great improvement in children’s reading and writing abilities and wishes to share her experiences with others. In her position as the Early Childhood Coordinator, Evelyn is able to offer training within Ghana and beyond!

    Ghana and beyond
  • Ms. Aarti Gupta


    Aarti holds an MBA in HR and Montessori training, a Certificate in Early Childhood Care and Education, and qualified CTET (Central Teachers’ Eligibility Test). She currently works as a Montessori teacher at Choithram School, Manik Bagh and is running her recently started phonics club “LinguaVOCE”, in the evening teaching purely through Jolly Phonics.

    It has been five years since Aarti first came across and began teaching with Jolly Phonics and she cannot think of a day teaching without it! Aarti and her students, find the teaching and learning enjoyable through Jolly Phonics. Her students have shown wonderful results, which were not expected for their age. Aarti now thinks every child on the earth should learn the language through Jolly Phonics, to better start their English acquisition and have a enjoyable experience in the process.

    Aarti is ready and in a position to answer queries that come along from teachers, parents and anyone with an interest. She sees the importance of teaching parents the programme for the betterment of their children. Aarti believes Jolly Phonics is the way!

    Across India and abroad
  • Neeti Nagarkar


    Neeti has been using Jolly Phonics with children for over a decade and has seen remarkable improvement in their reading and writing skills. She is amazed to see their pace and ease of learning as they build confidence, correct pronunciation and learn the language as opposed to memorising spellings. She has now started working with children with special needs, and is happy to see their excitement when using Jolly Phonics.

    As a trainer, Neeti wants to help as many children as she can benefit from learning English through Jolly Phonics, and so she wants to train more teachers, special educators and mothers to make this happen. She is also planning on working with government schools in the Akola district of Maharashtra State.

    Across India
  • Tatiana Iaconianni

    Tatiana-IaconianniBuenos Aires

    Tatiana Iaconianni is a graduate English teacher of ISP Dr. Antonio Maria Saenz and is currently attending the Lincenciatura in Linguistics at UNL. She has been working as a primary teacher at the bilingual schools Lomas High School and Saint Michael’s College for the last five years. She has developed a special interest in helping students improve their reading and writing skills and has found Jolly Phonics really useful for that purpose.

    Tatiana first began working with Jolly Phonics in the year 2013 and was amazed to find out that there was an abysmal gap between groups that had been taught how to read and write with Jolly Phonics and the ones that had not. Since 2013, she has noticed that using Jolly Phonics has helped students read fluently, produce sounds more accurately and write more independently. She thinks Jolly Phonics provides children with a safe and fun learning environment.

    Tatiana would like to share her experience with others so that teachers and parents can realise how much they can benefit from using Jolly Phonics. She would like to show everyone that it is possible for any teacher to take advantage of this programme and make a real difference.

    (+54) 1133 086 644
    Argentina and abroad.
  • Agnes Nalubega

    Agnes is from Kampala, Uganda. From a very young age, she wanted to become a teacher. Agnes holds a Bachelor’s degree in Primary Education and has teaching experience of over 26 years. Agnes has worked in public, private and international school settings, with a concentration in early literacy skills, and has used Jolly Phonics for the past ten years. Seeing children who use English as a second language learn how to read early, improve their speech and comprehension skills, is very fulfilling for her. Agnes is currently a Brain Tree Nursery & Primary School head, co-founder of the ‘Literacy Power Consultancy’ located in Kampala, serves as a Literacy Consultant for different Primary School Boards, and teaches language skills part-time at Fram Nursery vocational school – a kindergarten teachers’ training institution.

    Agnes would like to share her Jolly Phonics experience with fellow teachers, teacher trainers and parents within East Africa through hands-on workshops and trainings. This would, in return help place a firm foundation in early literacy skills among children, thus combating the literacy problem that has remained an obstacle to many children’s steady learning progress today.

    Uganda, Kenya, Rwanda and Tanzania
  • Luiza Maria Rogerson


    Born and raised in Canada, Luiza is a graduate of the University of Lethbridge (BFA Dramatic Arts, 2004). She began teaching English in 2005 in Spain, where presently she is a bilingual infant school teacher. Her passion is teaching young children and her love is using Jolly Phonics which she has observed as a powerful method for developing English literacy and speech.

    Luiza’s kinetic, colourful approach is received enthusiastically by her students and is ideal for teachers dedicated to creating an active classroom learning environment. Her results with students demonstrate that enjoyable learning is effective learning, and Jolly Phonics provides the ideal method to support these two essential objectives.

    (34) 683 24 44 54
    South western Europe
  • Mrs. Vijayalakshmi Seshan and Mrs. Shanthi Ganesh


    Vijayalakshmi and Shanthi have 15 years of teaching experience in leading institutions. They currently run an exclusive learning centre for phonics and grammar called “Phonic Champs”. They began their Jolly Phonics teaching in 2013 and every year over 350 children access their curriculum. Phonic Champs has fulfilled the dreams of parents by producing wonderful results and champions at reading! Children would engage, explore and experience learning at its best.

    Shanthi is a graduate in Arts and is trained in Montessori and Kindergarten. She has conducted many workshops in activity based teaching.
    Vijayalakshmi holds a masters in Psychology and is also trained in Montessori and Kindergarten. She has experience with remedial education for children with learning problems. Vijayalakshmi has delivered many programmes on personal enrichment. Together Vijayalakshmi and Shanthi are keen to develop Jolly Phonics and Grammar knowledge for teachers and parents of children in and around India.

    Visit their Facebook page here.

    Vijayalakshmi - 91 9941212831
    Shanthi - 91 9677623444
    Travel across India and abroad
  • Prekebena Eric Oyin

    temp_photoPrekebena Eric is a trained teacher, passionate about providing quality training across Nigeria. He has a BSc. Ed, Nigeria Certificate in Education, and a Diploma in Educational Psychology. Eric is the Director of Lanmoni Educational Services, a firm that has trained many teachers since 2009. He has taught for over 10 years from prep grade to year 9 in secondary school and has used Jolly Phonics for over 8 years with outstanding results. He lives and works in Yenagoa, Bayelsa State.

    Across Nigeria
  • Neha Khanna

    The Hague (based in)

    Neha-KhannaNeha graduated from Bombay University with a Masters in Computer Engineering. She taught the College Freshman year in the Engineering program for 5 years. With a Masters in Psychotherapy and Counselling, Neha is additionally TESOL and ECCE certified. From the minute she began using Jolly Phonics while working as a class assistant in Singapore, she experienced phenomenal success of the students learning English so efficiently. Neha continued to use Jolly Phonics upon moving to the Netherlands and now runs Pearl Kidzz Learning Centre.

    Neha has been teaching Jolly Phonics for several years in both Singapore and the Netherlands. She witnessed the struggles children went through when learning to read and was sad to see children suffering from low self confidence and falling behind with basic communication skills. Neha sees how the Jolly Phonics programme has empowered children to enjoy reading, increase their vocabulary and learn in a fun way. The multi-sensory learning caters to every kind of child, with all children enjoying the programme and being motivated to learn. Jolly Phonics opens a child’s mind to a whole new world teaching. With reading, children build creativity and imagination.

    Literacy is the basic right of every child and Neha wants to spread her knowledge of Jolly Phonics to train other educators and parents in The Netherlands, Singapore and India so they can also help their students achieve confidence and rediscover the joy of learning.

    All over Europe and India
  • Fernanda Panzitta

    FernandaLanus, Buenos Aires

    Fernanda Panzitta is a graduate English teacher of ISP DR. Antonio M. Saenz and is currently specialising in the teaching of phonics and phonology to young learners. She has been teaching English in kindergarten and primary levels for the past ten years. When she became aware of the Jolly Phonics programme she was delighted with the results of the method, and immediately decided to apply it with her own students.

    Fernanda has been teaching with Jolly Phonics for the past five years, finding it the key to aid students in their reading and writing processes. She has found that children love learning a new sound every day, that they are the ones asking for a new sound as soon as classes begin. She has noticed a wide difference in the way students read, write and pronounce in English. She now cannot imagine teaching without this method.

    Fernanda would love to share her experience and ideas with teachers all over the world. She strongly believes that synthetic phonics works with all types of students and she will provide teachers with warm support, guidance and ideas, showing her care for an effective teaching experience.

    +54 11 3702-5335
    Argentina and abroad.
  • Nasreen Sameer Abdalla


    Nasreen is an English teacher and Pre-School Manager in Khartoum. She discovered Jolly Phonics over six years ago and found that teaching children to read and write with Jolly Phonics became much easier and so much more fun, for both her and her students. She is still amazed at the results the students achieve and feels that Jolly Phonics has changed the myth that non-native English students can never be as good as native English students. She is willing to share her teaching experiences with Jolly Phonics with everyone.

  • Chiemeziem Phina


    Phina is a school teacher with over ten years of teaching experience, with a B.Sc. (Ed.) in Education Chemistry. She has a passion for promoting literacy in young children as a result of which, she organises various educational programmes for children and uses the Jolly Phonics method to teach children to read and write.

    Phina has given training in Jolly Phonics to numerous school teachers in both the public and private school sectors in Nigeria and is committed to improving the literacy levels of children extending to other African countries.

    Across Africa
  • Heather Joy Sharon

    St. Philip

    Joy currently runs 1 to 1 Tutoring with Joy; a successful tutoring service for primary aged children in Barbados using Jolly Phonics as the key principal method of teaching English. Having been an experienced primary school teacher of 12 years in the UK and Qatar before moving to Barbados, Joy has found that Jolly Phonics aids the learning of the English language across all the countries she has worked in.

    Utilising the Jolly Phonics multi-sensory approach to reading and writing has lead Joy to see the children’s potential become unlocked, and for them to become confident readers and writers. Joy also supports teachers, schools and educational establishments with the planning and delivery of Jolly Phonics and Grammar, enabling teachers to achieve outstanding results with their students.

    Find her on Facebook here.

    +1 246 239 6593
    Willing to travel where there is a need
  • Franziska Herting


    Franziska has worked in education for nearly 20 years. She has taught in the UK, Australia and now China. Whilst working as a remedial literacy instructor, Franziska became aware of the importance of phonics in developing successful readers and writers.

    Franziska has been teaching with Jolly Phonics for numerous years and loves how the multi-sensory approach appeals to and engages young learners. In her current role as Head of Early Years, Franziska has overseen the implementation of the programme across the school.

    +86 10 64448900 ext. 6206
    Beijing Area
  • Komal Goenka

    Navi Mumbai

    Komal is the founder of Phonic World, a learning centre that specialises in providing Jolly Phonics and Grammar for young children in Navi Mumbai. After being introduced to Jolly Phonics she saw the tremendous transformation in her students’ speaking, reading and writing when being taught with this programme, that it became her passion to improve children’s life through the power of education and exploring.

    She believes in imparting effective education to her society and in her centre, she has established a creative and thought-provoking curriculum using speech and drama as tools to enhance the children’s creative and communication skills. As a Story-Teller, Komal sees the effect and impact in using stories to introduce letter sounds under the Jolly Phonics programme and believes it makes learning easy and fun for children.

    Komal’s vision is to empower individuals with the knowledge and skills to promote and teach literacy by using Jolly Phonics and Grammar. She is available to provide Jolly Phonics training to show teachers and schools how they can develop more effective ways of engaging and structuring the learning of young people for literacy.

    All of India and abroad
  • Olusola Kemi Oladapo-Tonade

    Abeokuta, Ogun State

    Kemi is an Early Years specialist and experienced school administrator. She has seen many children develop reading sills in early life, because of her teaching them in the synthetic phonic method and using Jolly Phonics. Kemi also provides remedial teaching for children of varying ages who have reading challenges, and finds Jolly Phonics has an encouraging impact for these children. This is the reason she has become a Jolly Trainer, to enable her to share her positive experiences with as many teachers as possible.

    Kemi has provided training in both Jolly Phonics and Jolly Buddies, and is available to contact for future training enquiries.


    +234 706 554 1401
    Nigeria and West Africa
  • Francisca Atamakira Awanzirigo

    Bolgatanga, Upper East Region

    Francisca is a professional teacher and a holder of Diploma in Basic Education. She has been teaching language and literacy in kindergarten since 2013. Since she was introduced to Jolly Phonics, Francisca has taught her pupils with passion and dedication and has also supported other teachers in their understanding and implementation of the Jolly Phonics method. Francisca continues to mentor her colleagues in the Bolgatanga Municipality of Upper East Region, Ghana.

    Francisca will soon be readily available to share her experiences and train other teachers in and around Ghana. Currently she is supporting the facilitation of Jolly Phonics adoption within Ghana.

  • Kesiena Adeniyi


    Teaching nursery classes began out of curiosity for Kesiena but very soon became her passion! Since receiving Jolly Phonics training in 2012, she experienced a transformation in her teaching of reading and writing to Nursery 2 pupils. Kesiena then continued to use Jolly Phonics as her method of teaching English for the next 3 years, achieving tremendous results in pupil’s reading, writing and speaking. She is very passionate about teaching early literacy using Jolly Phonics and has been passing this passion to hundreds of teachers, whom she now mentors.

    Kesiena is available to share her Jolly Phonics skills with teachers in Nigeria and internationally.

    +234 8034107631
  • Ibiere Ken-Maduako

    Port Harcourt, Rivers State

    Ibiere holds a B.A (Ed) degree in English, an M.A in both English and Linguistics, along with a Ph.D in Linguistics and has always been passionate about raising the level of achievement for language acquisition.

    Ibiere began teaching with Jolly Phonics in 2010, but was first introduced to the methods in 2009. After she researched and studied Jolly Phonics, Ibiere has seen a great deal of change in her classes. The results in teaching with Jolly Phonics have been enormous, as the children read better and the teachers are happier and sufficiently motivated to teach.

    Ibiere can provide services in worldwide teacher training, assistance in implementing Jolly Phonics curriculum in schools and support for struggling readers.

    +234 803 544 8115
    +234 703 000 0548
    Nigeria and beyond
  • Diana Johnson

    Western Cape

    Diana has her B.Ed and has been working in the Foundation Phase for six years. During this time she has teaching Jolly Phonics, four of which have been in Bangkok, Thailand where she was teaching expatriate children and second language learners. Diana moved to Cape Town, South Africa two years ago and has been teaching 5 and 6 year old girls using the Jolly Phonics methodology. She has seen fantastic improvements in language learning, as well as children learning to read and write from a very young age and enjoying the process.

    Diana would love to share her passion for teaching Jolly Phonics with other teachers in and around South Africa. She feels that Jolly Phonics is the key to improving the literacy rates in the country and is excited to be here to help anyone willing to learn!

    +27 71 781 5082
    In and around South Africa
  • Svetlana Golubeva

    svetlana-golubevaSvetlana Golubeva has devoted her life teaching English as a foreign language to children and adults. Since finding Jolly Phonics and Jolly Grammar she has achieved amazing results with her current students. They were able to achieve highest scores in their state, international exams as well as Advanced Awards Competitions.

    She has graduated from Saint Petersburg State University with a distinction in MA English Language. Her portfolio includes world recognized certifications such as TKT, CPE Cambridge Certificate in English and she has been Cambridge ESOL examiner.

    Since joining Jolly Phonics team, she has been travelling to many cities in Russia, visiting schools, sharing experience, giving seminars and meeting head teachers and government officials as Jolly Phonics coordinator in Russia.

    Russia: +79217484379 UK +447826869522
  • My Lovely Hearts Activity

    My Lovely Hearts

    Children are given two boxes: one with the word ‘my’ written on it, and one with the word ‘lovely’ written on it. Children are then given a selection of hearts which have different words ending in the letter ‘y’.


    The class need to decide whether the word ends with the letter sound /ie/ – as in cry, spy, try – or the letter sound /ee/ – as in funny, twenty, pretty.


    Children need to blend each word and listen for the sound at the end, and then put the heart into the correct box.

  • Today Tonight – Jolly Phonics at O’Sullivans Beach School

    Jolly Phonics was featured on Today Tonight, highlighting the success at O’Sullivans Beach School. This video now contains Japanese 日本語 subtitles.

    You can watch the original version by clicking the video below, or with Japanese 日本語 subtitles by clicking here.

  • Which Came First: the Chicken or the Egg? Activity

    Answer the age-old question with your class!


    A selection of compound words are split in two, with half of the word being written on a template of a chick, and the other half of the word being written on a template of an egg. (For example, ‘cup’ may be written on the chick, and ‘cake’ may be written on the egg.)


    The children must then identify the words that can be created by matching one egg and one chick. For example, ‘cupfoot’ and ‘ballcake’ would be incorrect, as would ‘ballfoot’ and ‘cakecup’, but ‘football’ and ‘cupcake’ would be correct! This allows children to create different compound words and look at which part of the compound word comes first. (Hence, which came first, the chicken or the egg!)

  • Suffix Eggs Activity

    This activity requires a set of plastic eggs which can be pulled apart to open and close them. (Alternatively, do them on cardboard templates and cut them in half.)


    A different root word is written on one half of each egg, with a matching suffix written on to the other half. These are then split up and muddled up (or hidden around the classroom for an egg-citing egg hunt!). Children then need to match the two halves of the eggs to create a correctly formed word.


    As children are forming words, be sure to discuss the rules surrounding the spelling patterns of suffixes. For example, children may match the root word ‘happy’ with the suffix ‘ness’. It should then be discussed how, as the root word ends with a ‘y’, this is replaced with an ‘i’ to spell the word ‘happiness’ and not ‘happyness’. (If this is your first lesson on suffixes, you may want to stick to words that are formed without needing to change the spelling pattern, such as talk-ing, pain-less, etc.)

  • Easter Eggs Activity

    Children are shown two baskets: one which says ‘Easter’ on it, and another which says ‘eggs’ on it. A selection of different words are written onto Easter eggs (cardboard templates or plastic shells). Some of these words will contain a long ‘ee’ sound (as in ‘Easter’) whilst others will contain a short ‘e’ sound (as in ‘eggs’). Of course, some eggs shouldn’t contain either of these sounds in them.


    These words must then be sounded out – either with the teacher reading them aloud, or individual children – to discover whether or not they contain a long or short vowel sound. They can then put the egg into the correct basket!


    This activity can be done as a whole class on the interactive whiteboard to begin with. After spending some time with the whole class, this activity can then be done in pairs. The eggs can be turned upside down, with children taking it in turns to pick an egg and sound it out. If they pick an egg which contains a long (‘ee’) or short (‘e’) vowel sound, and they can correctly say the word and identify the sound, they win the point and put it in their basket. If they get it wrong, or they pick a word without either of these sounds, it goes back in the pile. The winner is the child with the most eggs in their baskets!

  • Letter Sounds Egg Hunt Activity

    A large amount of cardboard ‘Easter eggs’ are created, each possessing a different word written on them. These are then hidden around the classroom/school/playground.


    Children can create their own Easter egg baskets for their egg hunt. Once these have been created, each child must write a different letter sound on their basket. (If you’re working on a particular set of letter sounds, ensure each child on a table has a different letter sound.)


    The class then get to go on an egg hunt! They must search the specified area for the letter sound eggs that you have hidden. When they find one, they must sound out the word to discover if it contains the letter sound on their basket. If it matches, they can put the egg in their basket and search for another one. However, if it doesn’t contain the letter sound, they must leave the egg where it is.

  • Letter Sound Stuck in the Mud Activity

    Children will think that playtime has continued throughout your lesson, but they’ll actually be revising their letter sounds!

    If you’re not familiar with the concept of ‘stuck in the mud’, allow us to explain. One child is ‘it’, and chases the other children. If the child who is ‘it’ manages to touch another child, that child gets ‘stuck in the mud’ and must stand frozen with their legs and arms spread apart. Usually, to unfreeze those who are stuck, children will have to crawl between their legs, run under their arms or do something else to ‘get them out’.

    In this version, three children in the class become ‘letter sound rescuers’, who have different notepads containing a selection of different letter sounds written on them. They must run up to children who are stuck and show them three different letter sounds.

    In order to unfreeze themselves, the child must successfully say each letter sound (and do the action, if you wish!) shown by the rescuer. However, if they get any of them wrong, the rescuer must leave, and the stuck child must wait for another rescuer to come to them. (This is a great opportunity to see which children are having difficulty with their letter sounds.)

  • Love Letter (Sounds) Delivery Activity

    Love Letter

    The class is split into two. Half the children are given a card with an image on (a dog, a pen, etc).


    The other half of the class are given ‘love letter sounds’, with each receiving a different letter sound. They have to pretend to be a postman to deliver the ‘love letter sound’ to the correct person; the child who has the matching letter sound at the beginning of their image when said aloud. (For example, the child with the ‘love letter sound /d/’ would have to find the child with the picture of the dog.)


    The children with the love letters need to look at the different pictures and blend letter sound to see if the beginning matches, whilst the children with the pictures need to segment the name of their word to work out the beginning letter sound and find their match!

  • Celebrating World Book Day 2017!

    At Jolly Learning, we’re all so passionate about instilling a lifelong love of reading and writing in every child. Therefore, we’re SO excited ahead of World Book Day, which is very fast approaching! (Thursday, 2nd March.)


    Last-minute costume ideas

    Is your child dressing up for World Book Day this year? Maybe you don’t know what they should wear without breaking the bank to buy a fancy new costume? Thankfully, Mumsnet has put together a brilliant list of 73 easy costumes that you can quickly put together for your child! You can check all of these out here.

    And if you’re looking for those final touches to really put the cherry on top of your costume cake, Book Aid International has created some easy instructions and templates for a variety of resources, from Willy Wonka’s hat to Katniss Everdeen’s quiver and arrows. You can view and download these here.

    Of course, the BEST characters your child could dress up as are obviously Inky Mouse, Snake or Bee!


    Brilliant books

    To get your children excited about learning to read and write, there’s really only one place to start. In the Jolly Learning online shop, we have an incredible range of products so that you can support your child at home. Our beautiful, full colour Jolly Stories board book is a wonderful introduction to the 42 letter sounds, with 7 stories across 80 pages. We also have a vast selection of simple, decodable Jolly Phonics readers, that allow children to build their reading skills through a series of exciting stories.

    With these, and many more fabulous books, Jolly Phonics is the perfect excuse to get your children reading this World Book Day. View the full range of our products here.


    Wonderful resources

    This one’s for the teachers. The official World Book Day website has a library of resources, filled with ideas and activities for all age groups surrounding a variety of popular books. With 72 pages of ideas, there’s plenty to ensure the children have a brilliant day of reading! You can view all of these here.

    And why not use some of Jolly’s very own free, downloadable resources? We have several worksheets and activities (amongst the documents for teachers and our case studies that demonstrate the success of the Jolly Phonics programme) that can all be downloaded here, so be sure to have a look at them.

  • Jolly Phonics at Bett 2017

    We’re delighted to be attending the Bett show this January! If you’re planning on going, then come and visit us at stand C143!

  • Rose Bouquet Activity

    Rose Bouquet

    Children are given a template to create their own set of cardboard roses. Each rose should then have a different letter sound written on it.


    In small groups, children should then work to create small bouquets of roses, using the letter sounds on each rose to form words. (The teacher may wish to dictate words for some children, whilst others may look to seek for words on their own.)


    The best part, is that the newly created word bouquets can make a beautiful display for the wall!

  • Grammar 6 Pupil Book Now Available!

  • Bubbling Magic Potion Recipe

    (Activity for practising adjectives!)

    For this activity you will need: pens and paper

    In this activity children can use their imagination to create a gruesome, list of ingredients to include in a Halloween potion. As a class, they must write a list of ingredients for their potion, making it as evil and disgusting as possible.

    Once their is a list of ingredients on the board, the children are encouraged to describe each of the ingredients. For example, instead of simply putting in ‘a spider’, children may want to put in ‘a large, hairy spider’.

    Having done several as a class, children should then create their own potions, describing each item they include with different adjectives.


  • 5 Top Back-to-school Tips for Teachers


    The joys and jitters of back-to-school are in the hearts of all teachers. Whether you’re an experienced teacher, or brand new to it, take a few minutes and peruse this list of back-to-school tips. They may not apply to your situation, but just as with teaching take the ideas that work for you and make them your own.


    1) Start the year with a firm (but not mean) hand. Ensuring you set the boundaries in the classroom at the start of the year, means you can later ease off and become more flexible when you and your students get to know each other better.


    2) Model kind behaviour. To fight bullying in schools, start by modelling kindness in your own interactions. This could be as simple as saying ‘please’ and ‘thank you’ to students. For more ways to model kind behaviour, follow this link to see effective ways to stop bulling.


    3) Set aside some time everyday. For planning, for marking, for tidying up, for feedback! Etch it in to stone so that you will form a habit of keeping on top of your admin, your classroom and your students. Talk to your colleagues and support staff to form and develop good working relationships, as this will show the students you work together as a team.


    4) Create or update a substitute folder. Include important information about your classroom such as the seating plan, specific student needs, class schedule along with a selection of emergency lesson plans!


    5) Start again – everyday. Each day of school is a new day, so give yourself a fresh start daily, and smile with it!

  • 10 Tips to Avoid the Chaos of Back to School!

    A new school year can bring nerves and anxiety to your child; it’s understandable, given that it’s kind of a big deal. So how can you help to reduce the stress ahead of the big day? We’ve come up with 10 top tips that can help to give your child the best possible start to the new school year!


    1. Take them shopping. Show your child how exciting it is to be going to school by involving them in your shopping, be it their uniform, pencil case, bag or lunches. It helps to shed a positive light on the idea of school.


    2. Establish their bed time. Over the summer holidays, your child may have gotten into a bad routine of staying up later than usual. To make sure they’re feeling fresh for the next school year, make sure they start their new bed-time routine in the days before the first day back, so that they are in the habit of getting a proper night’s rest before school.


    3. Get everything ready the night before. Having their uniform laid out and their packed lunch prepared means that you won’t leave anything to chance during the madness of the morning.


    4. Set the alarm early. Reduce the stress of rushing around at the last minute by setting your alarm 15 minutes earlier. It will make getting ready for the first day easier, and will also set the standard for the rest of the school year.


    5. Prepare a nice breakfast, as chosen by your child. Starting school, or going back for a new year, can be a nerve-wracking experience. So ask your child what they would most like to have as a special breakfast and prepare it for them on their first morning. It allows them to start the day in the best possible mood.


    6. Ban the electronics. Your child may want to watch TV or play on the iPad, but it can cause unnecessary arguments on the first morning as you fight for their attention.


    7. Talk to them. If they’re nervous about starting or returning to school, try to reassure them by focussing on the positives.


    8. Let them take a personal object to school with them. Taking a special object with them, such as a small toy or keyring, may help to soothe any first-day anxiety by holding on to something familiar.


    9. Plan an activity for the end of the day. Having something to look forward to – be it going out to their favourite restaurant, seeing family or going to the park – means that your child can have something positive to focus on throughout the day.


    10. Keep calm! Nothing ever seems to work out as planned, so even amidst the chaos, you can keep your child peaceful and feeling safe by staying as calm as possible yourself!


    We hope your child has a wonderful start to the new school year!

  • Tricky Word Playground Activity

    Learning the tricky words doesn’t have to be restricted to the four walls of the classroom. Get the children active in the playground, school field or any outdoor space!

    In advance of the lesson, print out a selection of tricky words and hide them in various places across the playground.

    For the lesson, all children should stand in front of the teacher, who should proceed to read a word aloud. If the word is phonetically regular, the children must all sit down as quickly as possible. (This is a great opportunity to assess children and identify those who are simply following the rest of the class every time.)

    If, however, the word is a trick word, the children must search the playground for that word and stand at that location. Alternatively, you may prefer to print off multiple copies of each tricky word and place them in different locations, with children needing to bring them back to you.

    You can easily turn this game into a competition but splitting the class into different teams. Points are scored with the first team to all sit down, or bring you the tricky word. This also makes it an excellent cross curricular activity as a warm up idea for your PE lessons.

  • Training in England

    Enfield, London

    Training with Samantha Ojokor:

    Introduction to Jolly Music – 2 Twilight sessions

    Date: Tuesday 16th January and Tuesday 23rd January, 2018

    Times: 4:00 – 5:30pm

    Venue: The Raglan Schools, Raglan Road, Bush Hill Park, Enfield, London EN1 2RG

    Cost: £50 total

    Learn about this fun and creative music programme which aims to develop children’s musical skills. The programme has been designed to bring quality teaching within the reach of any teacher, including those with little of no musical experience. Jolly Music mets the requirements of the National Curriculum and is supported by stimulating interactive resources.

    For more information, please email Samantha on
    To book your place, complete the form here.

  • Rollerball Letter Sounds Activity

    A slight variation to bowling, perhaps requiring slightly more skill – but still so much for for children to learn their letter sounds!

    For this activity you will need: card, plastic/rubber/sponge ball.

    Three ‘goals’ should be made by bending pieces of card. (Alternatively, you may wish to use any items that can be used instead, or simply mark two spots as being each post.) Each goal should be marked as a different letter sound.

    The teacher then reads out a simple word. The child should attempt to sound out this word and work out which letter sound it begins or ends with. If they can identify it, they must bowl the ball through the correct goal to score a point.

    If the child chooses the wrong goal, or shoots when the word doesn’t contain any of the letter sounds represented by the goals, they will instead lose a point.


  • Hot Dot’s

    Jolly Learning has teamed up with Hot Dot’s to provide fun and interactive ways to reinforce teaching. Click here for more information.

  • Fishing for Phonics Activity

    Get the children in your class fishing for phonics with this fun activity!

    For this activity, you will need: card, scissors, glue, string, straws, small magnets, paper clips, card laminator.


    Print off a selection of fish templates on to card, for children to cut out (and decorate, if they want to do so). On each fish, you should write a different letter sound, and then stick a small magnet* to the top. (If you want to actually submerge these fish into water to make it ever more realistic, then laminate the fish before sticking on the magnets.)


    For the fishing rod, tie a knot in a piece of string and thread the rest of it all the way through a plastic straw. Tie a paper clip to the other end of the string.


    The fish can then be placed in a box or bucket. If they have been laminated, you can then fill this with water. The children can then use their fishing rods to go fishing, with the paper clip at the end of their rods connecting with the magnets on the fish.


    When a fish has been ‘caught’, children should lift it out and say the letter sound. They may then either return them to the box, or keep them in order to eventually start building simple CVC words as they gather different fish. (You may wish to do this as a competition, with children scoring points if they catch fish that can spell a CVC word.)


    This is also a great activity for practising specific letter sounds, by writing a selection of different words that contain a certain sound, or for alternative spellings of letter sounds. You may even want to try it with tricky words!

    *if you don’t have any magnets, you can bend a paper clip around to create a hook. Children can then try to hook the fish with the paper clips that are on the end of their rods.

  • Crack and Write CVC Eggs Activity

    This activity requires a set of plastic eggs which can be pulled apart to open and close them.


    The eggs are split into three baskets. Two of these baskets contains eggs which have a consonant written on a piece of paper inside of them. The other basket contains eggs which have a vowel written on a piece of paper inside of them. These are all mixed up in their baskets.


    Children then take it in turns to pick an egg from each basket and ‘crack it open’. They must then say each letter sound and blend the word. If they can correctly blend the word – and it creates a real word – they get a point. The first child to get a certain number of points is the winner!

  • Egg-cellent Easter Phonics Activities

    As we’re quite egg-cited that Easter is nearly here, we’ve decided to put together several egg-straordinarily good activities for your class. So hatch a plan for your next lesson with these cracking activities!


    1) Easter Eggs

    Children search for words that contain either the long ‘ee’ sound (as in ‘Easter’) or short ‘e’ sound (as in ‘Eggs’), and put them into the correct basket!


    2) Which Came First: the Chicken or the Egg?

    Children search through a selection of chicks and eggs which, when put together, form compound words!


    3) Crack and Write CVC Eggs

    Children crack open three eggs to reveal different letter sounds written on them. They then need to try to put together a word with these letter sounds!


    4) Letter Sounds Egg Hunt

    Children have to search the school for Easter eggs which contain the same letter sounds as on their baskets!


    5) Suffix Eggs

    Different root words and suffixes are written on half of a broken egg. Children then need to match the eggs together to create a word!


    If you’ve enjoyed these activities with your class, or have any other activity ideas that you’d like to share with us, then don’t hesitate to drop us an email! We’d love to hear from you – just email to say hello.

  • Training in Romania


    Training with Julieta Petre:

    Two-day Jolly Phonics Workshop

    Date: 14th-15th October 2017
    Venue: CLAS International School, Ciofliceni, Ilfov
    Time: 10.00am – 3.30pm

    For more information and to request a registration form for booking, please call 0040732 822 114 or email

  • Broken Hearts Activity

    Broken Hearts copy2

    A selection of simple CVC words are written on to hearts. Unfortunately, these hearts have been broken! (By the teacher, who has cut each heart in half so that the first letter sound is on one half, and the rest of the word on the other half, as in ‘d’ and ‘og’ – but the children don’t need to know that!)


    The teacher must then hold up a picture of the word, along with the second half of the heart (the ‘og’ broken heart). Two children must then search through the pile of broken hearts to find the matching letter sound (‘d’) to create the word as per the picture.


    The first child to find the correct heart wins, and they can ‘fix’ the broken heart to create the full word!


    This can easily be advanced, with 4 and 5 letter words written on the broken hearts containing consonant blends (such as ‘glad’, ‘swim’ and ‘green’).

  • Training in Poland


    Training with Dr Sylwia Glowacka:

    Jolly Phonics and Grammar Workshop

    Dates: 4th and 5th November, 2017
    Time: 9:00 -17:00
    Venue: KIDS TALK Language Centre for Kids, Lodz

    This 2-day workshop offers the most comprehensive training course for teachers new to Jolly Phonics and Grammar, including the principles of a synthetic phonics approach as well as practical aspects of planning everyday lessons with Jolly Phonics. The programme is extended into further years into Grammar, and continues the same systematic work on teaching reading and writing in English to young learners.

    Please contact Sylwia, available by email: or by phone: 048791776335 for more information or to book a place.




  • Software Developer Vacancy

    We currently have a vacancy for a Software Developer.

    See here for further details.

  • Jolly Learning at Frankfurt Book Fair

  • Outdoor Phonics Activities for the Summer!

    With summer well and truly here, we’re taking advantage of the warmer weather – which never tends to last long here in the UK – by taking our phonics teaching outside of the classroom! Why not give these activities a try with your class outdoors?


    1) Fishing for Phonics

    Let your children go fishing for letter sounds, using their own rods and a set of letter sound fish who are eager to bite!


    2) Tricky Word Bowling

    A classic game of ten-pin bowling with a tricky word twist!


    3) Letter Sound Stuck in the Mud

    ‘Stuck in the Mud’ is a staple of the primary playground. Add in some letter sounds, and children will feel like they’re still on their break time whilst learning!


    4) Rollerball Letter Sounds

    Bowling the ball into a variety of goals for children to sound out different words!


    5) Tricky Word Playground

    Get the children exploring the playground in search of those sneaky tricky words!


    Do you have an outdoor phonics activity you want to share with us? Send us an email at and we might share it in the future with your fellow teaching professionals!

  • Training in Singapore

    City Centre, Singapore

    Training with Khushbu Porwal:

    Jolly Phonics Training

    Date: 27th-28th November, 2017
    Time: 09:00am – 05:00 pm
    Venue: Curious Thoughts Academy, 51 Waterloo Street, #03-06, Singapore

    This workshop will intensively cover the five basic skills of Jolly Phonics; 42 sounds, blending and segmenting techniques, alternative spellings, tricky words, spelling rules, lesson plans ideas, teaching aids, as well as games and activities for children.

    Details for booking and contact: Ms. Lydia on +65-62502595 / 96600568 or Ms. Khushbu on +65-86217303 or email

    View our flyer here!

    Toa Payoh, Singapore

    Training with Victoria Carlton:

    Victoria Carlton’s literacy program and approach to Jolly Phonics and Grammar

    Date: Monday 25th-Wednesday 27th September, 2017
    Time: 9:30am to 3:30pm daily
    Venue: September 21 Enterprise PL’s seminar room at 13 Toa Payoh Lorong 8 #04-05/06 Braddell Tech, Singapore 319261

    If you want a truly comprehensive guide to teaching phonics, grammar, comprehension and writing you need this course! This is based on evidence based pedagogical principles as well as practical research at Victoria’s Perth based Centre.

    Details for contact or to book a place: Ngo Chew Yeh at: or call 62560226

    Take a look at the flyer here!


    Training with Victoria Carlton:

    Victoria Carlton’s literacy program and approach to Jolly Phonics and Grammar

    Date: Thursday 14th-Saturday 16th December, 2017
    Time: 9:30am to 3:30pm daily
    Venue: September 21 Enterprise PL’s seminar room at 13 Toa Payoh Lorong 8 #04-05/06 Braddell Tech, Singapore 319261

    If you want a truly comprehensive guide to teaching phonics, grammar, comprehension and writing you need this course! This is based on evidence based pedagogical principles as well as practical research at Victoria’s Perth based Centre.

    Details for contact or to book a place: Ngo Chew Yeh at: or call 62560226

    Take a look at the flyer here!

  • Pedro Izuzquiza talks Music and Phonics

    Jolly Music Trainer Pedro Izuzquiza recently had an article published on music and phonics in an online music magazine Doce Notas.

    Pedro talks about how music is important, but is not always a priority in the curriculum, some people may even say it is a ‘waste of time’! So Pedro discusses how he found himself in the position of having to teach music in English. Although he is a specialist music teacher, Pedro found he was not, at the time, comfortable teaching the subject in English, however very quickly grew to love it! Jolly Music has helped Pedro build a suitable repertoire for young ESL-learners with the use of simple, easy songs. Pedro goes on to give a lesson plan and mentions some of the music/english concepts that are covered.

    To read the article in full (and in Spanish) please click here.

  • ‘a, a, ants on my arm’

    a, a ants on my arm

    This short clip come from Leticia Barco Garcia’s Jolly Phonics training in Madrid. Participants enjoyed learning the songs and actions for each sound!

  • Lovely Valentine’s Day Phonics Activities


    We LOVE phonics, so this Valentine’s Day we’ve picked 5 of our favourite activities that you can do with your class! Let your children fall in love with reading and writing…


    1) Broken Hearts

    Simple CVC words are written on some hearts that have sadly been broken, so children must compete with each other to find the correct letter sound and fix the broken hearts!


    2) Cupid’s Arrow Blending

    Children get creative as they create new words when Cupid’s Arrow passes through a heart! (With FREE downloadable template!)


    3) Love Letter (Sounds) Delivery

    Children become postmen and must find their partner in the class so that they can deliver their love letters (sounds)!


    4) My Lovely Hearts

    A sorting game for practising when the letter ‘y’ makes an ‘ie’ sound, as in the word ‘my’, and when the letter ‘y’ makes an ‘ee’ sound, as in the word ‘lovely’!


    5) Rose Bouquet

    Roses with different letter sounds can be made into bouquets to create words. (And beautiful displays!)


    Do you have any Valentine’s activities ideas you’d like to share with us? We’d LOVE to hear about anything you do in your classroom that has been successful! And we’ll even pick some out to share them with subscribers in future editions of our Jolly VIP List so that even more teachers can benefit. Simply email me at with your ideas – we’d love to hear from you!

  • Tricky Word Bowling Activity

    The children in your class will be bowled over by how much fun they can have learning the tricky words!

    For this activity you will need: plastic bottles, plastic/rubber/sponge ball.

    A set of empty plastic bottles will act as your ‘pins’ for this game of bowling. Write a different tricky word on each bottle, before setting them out in a  1-2-3-4 triangle formation. (If you don’t want every bottle to fall over nearly every time, fill them all with a little bit of water. This will make it slightly harder for them to be knocked over – though make sure the lids are on securely!)

    Children should then take it in turns to bowl a ball towards the pins from a set distance. If they knock any of the pins down, they have to say or spell the tricky word. You may wish to make them use it in a sentence.

    To make it into a competition for the whole class, you may want to turn it in to a game of bingo: children write down a selection of the 10 tricky words used, crossing them off when they are knocked down.

  • Spider Web Jump

    For this activity you will need: tape, printed letter sounds.

    Create a spider’s web on the floor using tape. Scatter the printed letter sounds around the web. Children can stand around the outside of the web, and must jump to the letter sound called out by the teacher. The first child to correctly jump on to the letter sound wins a point for their team.

    This activity can be extended with the teacher calling out a word instead of a letter sound. The children need to sound out the word and jump on the first or last sound within the word. Alternatively, children may need to jump on each letter sound of a simple CVC word.