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PLD recommends commencing explicit SSP instruction as early as possible in Term 1. Some schools new to implementing PLD use a pupil-free day at the end of the previous year, or the beginning of this new school year, to review handover screening whilst watching the online courses. However, there will be other schools that are eager to begin PLD implementation in Term 1 following the commencement of the school year.

This article outlines how to start implementing PLD scope and sequence within Term 1.

PLD implementation can be launched at any stage within the school year. For other implementation plans please see:

Pupil Free (Dec / Jan)
Begin in Term 1
Begin in Term 2
Begin in Term 3
Begin in Term 4

Step 1: Set up PLD tracking sheets

  • To get started with PLD, click the provided link to register for a new set of PLD Tracking Sheets.
  • Set up the classes for the next school year and input the class list (student names) into the appropriate columns. 
  • Rename the tabs to indicate the year levels and class names (e.g. Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc.)
  • Do not put composite classes in separate tabs. Rename tabs to identify composite classes (eg Y1&2)
  • Save the document to the school’s shared drive and share the link with the staff. For an easier process, consider using a cloud-based tracking sheet document. Click here to learn more about the benefits of cloud-based sheets for both teachers and administrators.

Step 2: Staff view at least three hours of the relevant online course

PLD does not recommend that teaching staff view all courses, only the course (or courses) that relate to the class they are teaching.  Group viewing will allow for dialogue and rich engagement within cluster groups.

Below are convenient links to the relevant courses:

Step 3: Administer and Mark the Term 1 Placement Tests

Early Years – Start Implementing PLD Scope and Sequence

  • There are no beginning-of-term screens in the Early Years. The first round of screens is scheduled for midterm (or by the end of Week 6).
  • Begin the term by teaching the skills outlined in the Early Years Teaching Sequence Manual.
  • Midterm (or Week 6): Screen students using Term 1 Syllable Segmentation on page 8 in the Early Years Screening & Tracking Manual.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Foundation – Start Implementing PLD Scope and Sequence

  • There are no beginning-of-term screens in Foundation. The first round of screens is scheduled for midterm (or by the end of Week 6).
  • Begin the term teaching the skills outlined in the Foundation Teaching Sequence Manual.
  • Midterm (or Week 6): Administer the Term 1 Alphabet Sound Screen (Supporting Reading) on page 7, Term 1 Alphabet Recall and Formation Screen (Supporting Spelling) on page 9 and Term 1 Phonemic Awareness Screen (Blending & Segmenting) on page 10 in the Foundation Screening & Tracking Manual.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 1 & 2 – Start by Presenting the Placement Test

Within the Year 1 & 2 Screening & Tracking Manual, present the following screens: 

  • Administer the Week 1, Term 1 Spelling Placement Screen on page 10.
  • For schools new to PLD, we recommend focusing on Spelling Placement Tests and Tracking first, then presenting the Year 1 & 2 Early Reading Screen on pages 17–20 within the first 6 months.
    • Students who score between 0–40% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1 Screen on pages 26–29.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 3, 4, 5 & 6 – Start by Presenting the Placement Test

Within the Year 3, 4, 5 & 6 Screening & Tracking Manual, present the following screens:

  • Administer the Week 1, Term 1 Spelling Placement Screen on pages 10–11.
  • Students who score between 0–40% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1Screen on pages 28–30.
    • For students still operating within Stages 1 and 2 for spelling (or with delayed reading), administer the Early Reading Screen for Middle & Upper Primary Students on pages 24–27.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

During this process, teachers also mark the spelling tests by referring to the screening and tracking manuals for marking instructions. Teachers enter the test scores into the tracking sheets.

Step 4: Essential instructional videos for all teachers – after entering results

Teachers arrange their new class into three targeted teaching groups. The following year-level-specific videos are essential viewing. The creation of a classroom plan based on the range in testing scores is outlined in these videos. Teaching staff need to understand this step to implement the PLD programs with fidelity. 

Early Years Teachers
Also Watch

Foundation Teachers
Also Watch

Year 1 & 2 Teachers
Also Watch

Year 3,4,5&6 Teachers
Also Watch

Step 5: Once teachers have established a teaching plan for Term 1, PLD can provide support & coaching

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