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Jolly Learning in

  • Welcome to Jolly Learning

  • Neha Khanna

    The Hague

    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 all over the world so they can also help their students achieve confidence and rediscover the joy of learning.

    All over Europe and India
  • 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
  • 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.

  • 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)
  • 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.

  • 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.

  • 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
  • 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
  • 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.
  • 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.

  • 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
  • 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
  • Shweta Gupta


    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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.

  • 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.
  • 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
  • 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
  • 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
  • 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
  • Stella Maris Martino

    stella-maris-martinoBuenos Aires

    Stella is a graduate teacher from the National University of Mar del Plata, Argentina. She has been teaching English for over 25 years to children and adolescents. She has developed EFL classroom projects at both private and state institutions. She works at AACI Certificates (Asociación Argentina de Cultura Inglesa) as an exams developer and she is a Cambridge English Speaking Examiner.

    When she came across Jolly Phonics it was ‘love at first sight’. She took part in a pilot experience that was being carried out in some state schools in Buenos Aires in 2014. Since then, she has been applying the Jolly Phonics programme in all her classes with excellent results. She has also spread the word about the benefits of the synthetic phonics method at different lectures.

    Stella currently works as a teacher trainer at the government’s professional training centre in the  Autonomous City of Buenos Aires where she coaches  other English teachers on how to use the synthetic phonics method.

    You can see recordings of Stella’s students reading words and short texts on her YouTube Channel The Reading Corner.

    +54 11 4502-0664 / +54 11 6368-0474
    Argentina and neighbouring countries
  • Gisel Eiriz

    giselleBuenos Aires

    Gisel graduated as an English Teacher at Instituto Nacional Superior del Profesorado Técnico. She has taught children, teens and adults for over 18 years. She started using Jolly Phonics in 2013 in primary state schools in the city of Buenos Aires. She saw a huge change in her students as regards their reading and writing skills as well as their pronunciation and comprehension of texts. She has trained teachers on this method at private and state schools for two years now.

    +54 11 4706 0159
    +54 11 5490 0130
    Argentina and abroad.
  • Nidia Roxana Igielski

    roxanaBuenos Aires

    Roxana is a graduate Primary School Teacher and Sworn Translator and has been teaching in both state and private schools and translating for many companies for the past 25 years within Buenos Aires. She has ruled over her own School of Language, Leighton Institute since 1997 and has been the head of the English Department at Adveniat Secondary School since 2015.

    Roxana first began to use Jolly Phonics in her teaching in 2013, after becoming involved in a Jolly Phonics pilot project for six state schools in Buenos Aires. The results of using Jolly Phonics was a turning point in Roxana’s professional life. She now feels that her students look forward to their English lessons as they are attractive, fun and more memorable, in turn the students have more confidence and have a complete understanding of what they are reading and writing. Before Jolly Phonics Roxana felt there was something missing and with Jolly Phonics the students have the necessary tools to read and write in English.

    Roxana sees a big difference working with synthetic phonics and is convinced of the success in using Jolly Phonics. For that reason she would like to share her knowledge and enthusiasm with others.

    +54 11 4443 0325
    +54 15 2470 0325
    Provinces of Argentina and neighbouring countries
  • Mrs. Preeti Lodaya

    preetiMulund (Mumbai)

    Preeti graduated from Somaiya College and she is a certified holder of Early Childhood Education and has been in the education sector for 18 years. Preeti felt saddened to see children struggling in their reading and writing so she decided to use phonic methodology in her teaching. Implementing Jolly Phonics in her classes gave Preeti tremendous results, her students became excellent readers and creative writers. After seeing the results from using Jolly Phonics, Preeti founded the Star Kids Phonetic and Grammar Workshop centre in 2009, which has since given the students a fantastic opportunity to read and write.

    Star Kids Phonic and Grammar Workshop exclusively teaches language skills to students. Every year many of the students are participants of different competitions and exams including Spell Bee, Spell Quest, Maars and English Olympiad. Students have often won medals and reached an international level within these trails.

    Preeti has experienced the immense benefit of Jolly Phonics and is eager to spread the word to every  corner of the world to help develop literacy skills. Each year she helps more than 250 students learn to read and write. She also organises phonic awareness camps for parents to help their understanding of phonics. Preeti is keen to share her knowledge and experience with other teachers and schools.

    +91 98 3377 2946
    Interested to travel across India and beyond.
  • Sadia Malik


    Sadia, a teacher from Canada is trained in Montessori Education from Association Montessori Internationale in Toronto. She has a wide breadth of knowledge and international experience within the teaching sector and runs a learning centre called Jolly Good Learning. Here, she teaches Jolly Phonics, Jolly Grammar, Creative Writing and Mathematics. Her students range from the very young to anyone who wishes to learn. Through her experience with Jolly Phonics she has seen tremendous transformation in children and adults alike, especially those with an ESL background.

    An avid educationalist and traveller, Sadia offers trainings to individuals and organisations, both nationally and internationally. Her trainings are informative, animated and interactive resulting in confident and trained Jolly Phonics teachers.

    Request a free demonstration today.

    Throughout Pakistan and abroad.
  • Elnara Hasanova


    Elnara is a Cambridge qualified primary school teacher, full of energy and passion for teaching small children. She graduated from Khazar University with a Bachelor of Science in Elementary Education and has spent 5 years teaching English in government schools before becoming a Head Teacher of Evika School in 2016. From the use of Jolly Phonics in her classes, Elnara has achieved unbelievable results with her students and has successfully developed her knowledge and skill in the English language.
    Currently working as the Director of the Cambridge Primary Department, Elnara controls the training of English teachers within the school. With her background of using Jolly Phonics, Elnara sees this as the key to successfully train teachers so that everyone can achieve greater results in English with their students.
    Elnara is happy to share her experiences on using Jolly Phonics and wishes for all primary school students in Azerbaijan to read English fluently.

    You can find Elnara on Facebook here

    You can following Elnara’s blog page here

    009945 0458 6478
    All of Azerbaijan
  • Mrs. Irechkwu Hannah Kalu


    Irechukwu is presently teaching at Indian International School and has an extensive background of primary teaching in Benin. She obtained her National Certificate in Education at the National Institute, Kaduna where she studied sociology in education.

    Irechukwu was introduced to Jolly Phonics in 2006 and began to implement this method of teaching right away. She has made a tremendous impact to her teaching career since starting to use it as her students were progressing at a quicker and less stressful rate than previously. Both parents of her students and colleagues in the school are keen to learn about Jolly Phonics in order to teach their children at home and in their classes. Jolly Phonics makes learning interesting and simple which has led to enormous and positive results for the students. Irechukwu is happy to share her experiences with others.

    +229 979 89 480
    All Benin and Africa
  • Falak Kashif


    Falak is a teacher and trainer of Jolly Phonics and has spent some of her time working with Fatima-Tuz-Zahra at Phonics Club; a learning centre specifically teaching with the Jolly Phonics method.  Falak has independently taught many children over the years, and when using Jolly Phonics she was so impressed with the speed and enthusiasm of the students’ learning that she now uses nothing else.

    Falak is now eager to pass on her experience and knowledge of Jolly Phonics so that other teachers and parents can benefit their students and children they are teaching. Her target is to spread Jolly Phonics across the whole of Pakistan to ensure the country meets international educational standards.


    0092 321 498 6570
    Pakistan and abroad
  • Betty O’Connor-Williams


    Betty studied in both India and America achieving her BA at Bombay University and her ECE from Palomar Community College, San Marcos and certification for Train the Trainer by American TESOL; before she began to teach early years. She became the lead teacher working with 3 and 4 year olds in Virginia, USA until 2009 and returned to India.

    On her return to India, Betty opened her own learning centre called Precious Lil’ Ones Preschool, located in Mumbai, whereby an after school programme called Phonicland was introduced; practicing the Jolly Phonics methodology. This programme greatly benefitted children 4-6 years of age, most of them non-native English speakers. These children learned to speak, read, write and spell in English by using Jolly Phonics. Because of this Betty then implemented Jolly Phonics as the curriculum in her preschool. To date, Betty has taught over 600 3 and 4 years olds with Jolly Phonics.

    Betty has come across ladies from vernacular backgrounds, with limited English who are wanting to learn the Jolly Phonics method to teach their children at home, and to begin small classes at home to earn an income. This impressed Betty so much, she wanted to reach out to adults in India with the Jolly Phonics method, so that more children can benefit from such a successful programme.

    “Jolly Phonics is a fun way to teach and a fun way to learn. When children can read, write and spell they have the power to move forward.”

    919 892 623 348
    Willing to travel across India and beyond
  • Mr. Diego Zaffaroni


    Diego Zaffaroni works as Lower School Principal at Duhok Word School, an authorised IB World School. He is a qualified primary school teacher, teacher trainer and consultant with a particular interest in young learners’ development of literacy skills.

    Diego has worked for five years as Bilingual Education School Coordinator, a project which was supported jointly by the British Council and the Italian Ministry of Education; also, he was the Programme Director at an innovative international school in Milan which is now recognised by Cambridge International Examinations and the Italian Ministry of Education.

    Diego has seen better and better results with Jolly Phonics over the time he and his fellow teachers have used it; Jolly Phonics has demonstrated to be highly beneficial to all children on their way to becoming independent readers.

    Kurdistan Region and Italy
  • 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.

  • 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.

  • Jolly Learning at Frankfurt Book Fair

  • 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!

  • 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.

  • 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.

  • 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!

  • 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!

  • 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!)

  • 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.

  • 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!

  • Cupid’s Arrow Blending Activity

    Cupid's Arrow

    Children create both a heart and an arrow out of card. Along the middle of the arrow, children should write several different letter sounds, inside evenly spaced out boxes.


    A square is then marked in the centre of the heart, matching the size of each letter sound box on the arrow, with the vertical sides cut. To the right of this box, a vowel and a consonant are written (e.g. ‘e’ and ‘n;).


    The arrow is then weaved into the heart so that it looks as though the arrow has gone through it. The children can then pull the arrow through the heart to display a different letter sound, which will create a different word each time!


    We’ve created a template to make things super easy for you! Download it 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.


  • 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!

  • 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.

  • 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.)

  • ‘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!

  • Training in Russia


    Training with Svetlana Golubeva:

    Introduction to Jolly Phonics

    Date: 26th August
    Time: 10:00-17:00
    Venue: Panorama Maxima Hotel, 4 Maskerkova Street, Autozavodskaya Tube Station

    This one-day training provides an introduction to Jolly Phonics, covering the five key skills of teaching children to read and write in English: learning the letter sounds, letter formation, blending, segmenting and tricky words.

    For more information click here for the flyer, or email:, or call +7 921 903 1771. To register a place click here to download the registration form.


    St Petersburg

    Training with Svetlana Golubeva:

    Introduction to Jolly Phonics

    Date: 27th August
    Time: 10:00-17:00
    Venue: Educational Center “Akademija Rosta”, 78 Nevsky Prospect, Majakovskaya Tube Station

    This one-day training provides an introduction to Jolly Phonics, covering the five key skills of teaching children to read and write in English: learning the letter sounds, letter formation, blending, segmenting and tricky words.

    For more information click here for the flyer, or email:, or call +7 921 903 1771. To register a place click here to download the registration form.

  • 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.

  • Software Developer Vacancy

    We currently have a vacancy for a Software Developer.

    See here for further details.

  • Training in Singapore

    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!

  • 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.)

  • 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’).

  • 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!

  • Christmas Cookie Mix

    You can either make biscuits that can be cut into letter sounds, or cookies that can be decorated with letter sounds. Get the children to then use their treats to make some simple CVC words before they’re allowed to reward themselves by eating the treats!

    Ingredients to make 6-8 sound shapped biscuits

    100g butter
    50g caster sugar
    1 tsp vanilla essence
    175g plain four
    Spare flour to dust the surface


    1. Pre-heat the oven to 150 degrees (gas mark 3)

    2. Mix the butter and sugar together until light and fluffy.

    3. Add the vanilla essence.

    4. Mix in the flour well.

    5. Roll out the mix and using a knife, cut out the shapes of sounds.

    6. Bake for 25 minutes or until golden brown.

    7. Leave to cool for 5 minutes.


    Ingredients to make 10-12 cookies to decorate with a sound on each cookie

    100g caster sugar
    100g butter
    1 tbsp golden syrup
    1 tsp vanilla essence
    150g self raising flour


    1. Pre-heat the oven to 180 degrees (gas mark 5)

    2. Mix the sugar and butter together to make a paste.

    3. Add the golden syrup.

    4. Add half the flour (75g) and mix.

    5. Add the vanilla essence.

    6. Add and mix thoroughly the remaining flour.

    7. Arrange on a baking tray in 10-12 blobs, do not flatten them.

    8. Put them in the over for 12-15 minutes.

    9. Leave to cool before decorating with sounds.

  • What’s in Santa’s Sack?


    Collect objects and items that you can put in a sack. These can be objects relating to Christmas, or be possible presents, or can be general objects and items from the home and around school. If playing this activity with small groups or pairs, ensure each group/pair has a sack of objects.
    This activity can be played as a whole class, in small groups or even in pairs. Below are 3 ways to play this activity depending on the year group.


    Take an object out the sack and ask the children to sound out the object, using their fingers to count the sounds. As some objects and items may have alternative spellings, this activity is for practising identifying and listening out for sounds rather than for spelling.


    Take an object out of the sack and ask the children to sound out the object, using their fingers to count the sounds and then spell the object using those sounds. Some objects and items may include alternative spellings.


    Take an object out of the sack and ask the children to spell and describe the object.

  • A Christmas Shopping List

    This is a spelling/dictation activity and can be played as a whole class or in pairs.

    Whole Class

    1. Teacher to dictate an item to add to the Christmas shopping list, children to write their answers.

    2. Children to dictate an item to add to the Christmas shopping list, teacher to write the item (with the children’s help) on the board.

    In Pairs

    One child dictates the shopping list and their partner writes them down. Swap over.


  • Tricky Word Christmas Tree

    christmas-tree-clip-art_03This activity can be adapted for different year groups and can use words relating to Christmas and the festive season, or a selection or tricky and phonetic words for their level.


    The teacher calls out a word to the class. The children work in pairs to sound out and spell the word.
    If the word is a Tricky Word, this word is added to the Christmas tree.
    If the word is phonetic, this word is added as a present box under the tree.


    The teacher shows a word to the class. The children work in pairs to blend the sounds to read the word.
    If the word is a Tricky Word, this word is added to the Christmas tree.
    If the word is phonetic, this word is added as a present box under the tree.


  • What Does Santa Say?

    Choose a selection of people associated with Christmas (Santa Claus, Mrs Claus, the stressed parent, the excitable child). These can either be images on the board, or you can get the children to act out each character. This activity can then be used for grammar or punctuation.


    santa-speechAsk the children to describe how each character is doing something. Eg, Santa is delivering presents merrily; the parent is cooking dinner frantically, etc. Children can even discuss these in pairs, before writing them down as a class or individually. You can even go further and discuss what each character is thinking.


    Ask the children to describe what each character is thinking. Eg, “It’s a busy night ahead,” thought Santa, anxiously. If you get each word of the sentence to be written on a small whiteboard or flashcard, children can stand at the front to build the sentence. Then add in flashcards of the opening and closing speech marks, and the comma, asking children to identify where these need to be placed in the sentence.

  • Draw & Write Christmas Scene

    decorating-treeAsk children to draw a scene at Christmas; perhaps their house on Christmas day. Once they have done this, ask them to describe to their partner what is going on: who’s there, what are they doing, how are they feeling?

    Once they have discussed these, children should then write sentences to accompany and describe the picture. Younger children may only write a couple of simple sentences, whilst older children may wish to write an entire description of the entire scene. These could be adapted for various types of writing: practising different tenses, or writing in a different style (an instruction manual on how to have a ‘Lucy Jones Family’ Christmas, or a script for a Christmas Day play, e.g.).


  • Christmas Action Spelling

    Can be done as a whole class, in small groups or in pairs.

    One person uses actions to spell a Christmassy word – perhaps a present from a set list by the teacher. The rest of the class/group/partner have to guess the word.

    For example:

    Yes, that’s right – Star! (s-t-ar).