Implementing in Small Rural Schools
Maximising Literacy Outcomes with Evidence-Based SSP Programs.
Small rural schools with multi-aged classrooms can be accommodated with PLD programs. This is most straightforward with year 3 – 6 classes. as regardless of the year level of the students, they are allocated a PLD stage of development. PLD naturally promotes three targeted teaching groups for each class. The junior primary classes are a little more complicated as in the case of a P – 2 class. Both Foundation & Year 1/2 programs and training will be required.
If the school has internet access, the online courses are a flexible option to efficiently train staff. The online courses can also be directed to new staff as staff changes occur. Rather than completing all online courses, PLD recommends that teaching and support staff access the courses/s most relevant to their year level(s). At least 2 1/2 hours of viewing time is required. The courses can be revisited within the school year.
Early Years Classes
- Early Years classes are advised to view the course ‘Pre-Literacy in the Early Years’
- Click here for the Essential Early Years Literacy Starter Pack.
- Foundation classes are advised to focus view the course ‘Learning to Read, Spell and Write in Foundation‘.
- Click here for the Essential Foundation Literacy Starter Pack.
Year 1 & 2 Classes
- Year 1 and 2 classes are advised to focus the Year 1 & 2 level implementation of PLD. The relevant course is Synthetic Phonics in the Junior Primary’.
- Click here for the Essential Year 1 Literacy Starter Pack.
Year 3, 4, 5 & 6 Classes
- Year 3, 4, 5 & 6 are advised to access ‘Synthetic Phonics and Beyond’ which outlines PLD’s Stages 1-6.
- Click here for the Essential Year 3 & 4 Literacy Starter Pack.
- Click here for the Essential Year 5 & 6 Literacy Starter Pack.
Early Years Classes
- If commencing implementation within semester 1, classes are advised to commence teaching the skills outlined commencing with the Term 1 Early Years implementation.
- If commencing implementation in semester 2, an Early Years placement test can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
- If commencing implementation within semester 1, classes are advised to commence teaching the skills outlined commencing with the Term 1 Foundation implementation.
- If commencing implementation in semester 2, an Foundation placement test can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
Year 1 & 2 Classes
- The spelling placement tests (which cover PLD’s stages 1-3) are located on pages 9-12 of the Screening & Tracking Manual.
- The reading placement test (which covers PLD’s stages 1-3) will support teachers to identify students who require decodable reading material. These assessments can be found on pages 16-20 of the Screening & Tracking Manual.
- For the students operating at a pre-literacy (or pre-CVC level) present the subtests in the red box on pages 27-29.
Years 3, 4, 5 & 6 Classes
- The spelling placement tests (which cover PLD’s stages 1-6) are located on pages 9-16.
- The reading placement tests will identify the students who still require decodable reading material. These can be located on pages 23-26.
- Click here to register for the PLD Tracking Sheets, follow the instructions, and set up a tab for each class. It is likely that the tab “Classes with Pre-CVC Students” will be relevant to many remote classes.
- Follow the instructions and set up a tab for each class.
- Refer to the screening step above, as next teachers will be required to enter test results for each student onto the PLD Tracking sheets.
- Typically PLD recommends that teaching staff organise the range in ability into three targeted teaching groups. It is essential that teaching staff enter test scores as outlined in the relevant PLD tracking sheet videos.
- Tracking sheets can then be shared with the PLD office for support.
By completing the form below, schools new to PLD can request implementation costs for training and essential programs. A quote will be forwarded to the email supplied (typically within 48 hours). A 30-minute consult will follow to discuss and refine the quote to suit the school’s requirements.