Courses

COVID-19 UPDATE

THRASS Online Course Delivery

Due to continuing COVID-19 restrictions, our usual mode of course delivery isn’t possible. Instead, we are offering ‘virtual’ THRASS courses delivered using the Zoom online meeting platform. Participants will continue to receive their physical course materials and interact in real time with a THRASS trainer and other attendees.

For more information, or to book a course please visit Eventbrite here:

https://www.eventbrite.com.au/o/the-thrass-institute-19098210164

IMPORTANT – Places are limited, please book early to allow plenty of time for your course materials to arrive.

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Certificate 1
Foundation Level Course

This course has been designed to give an understanding of the phonetic principles of English and their practical application. Participants receive the Introduction and Implementation Certificate.

Course Structure: 9 hours of instruction over two consecutive days.

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Certificate 2
Foundation to Proficiency Course

This course has been designed to further develop teaching strategies for the implementation of the THRASS SPP into the classroom. This course has been structured to revise, consolidate and extend the knowledge gained from the Foundation Level. Completion of the Foundation Level course is a prerequisite for entry to this course.

Course Structure: 4.5 hours of instruction over one day.

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Certificate 3 
Mastery & Lead Level Course

This three-day course has been designed for those who wish to further extend their knowledge of THRASS.

On completion of this course, participants will have an advanced knowledge of the philosophy, teaching methodology and linguistics of THRASS. Completion of this course will enable the holder to mentor and support others in the implementation of THRASS within their own school.

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Whole School In-Service

Unfortunately since phonics has officially re-entered the national agenda many poorly grounded, unsustainable and counterproductive ‘phonic’ programs have emerged/re-emerged. By doing a THRASS course you’ll put your teachers ‘ahead of the game’ in terms of content, skills and sustainable strategies, thereby greatly increasing their chances of helping learners to avoid reading and spelling problems.

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