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While initiating a new Structured Synthetic Phonics (SSP) program in Term 4 might seem unnecessary, it offers distinct benefits. It allows staff to familiarise themselves with PLD’s screening and tracking procedures, teaching sequences, and downloadable manuals. This preparation sets them up to commence the next school year with ample resources, confidence, and expertise to implement SSP seamlessly from Week 1 of Term 1.

This article provides a comprehensive guide to implementing PLD in Term 4.

The implementation of PLD can be initiated at any point during the school year. For alternative implementation plans, please refer to:

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

Step 1: Registering and Setting up PLD Tracking Sheets

  • To get started with PLD, click the provided link to register for the PLD Tracking Sheets.
  • Next, set up the classes for the school year. For instance, rename the tabs to indicate the year levels and class names (e.g., Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc.) and input the class list (student names) into the appropriate columns. This task can be assigned to administrative staff.
  • It is important to “hide” the columns corresponding to the previous terms, as demonstrated in the instructional videos outlined in Step 4.
  • For composite classes, do not put composite classes in separate tabs. You may need to insert a column beside the background column to ensure there is a column identifying each student’s year level.
  • 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: Teachers and Education Assistants to Complete Relevant Online Course (Minimum of Two Hours)

Depending on the school, this training may take place on the Term 4 pupil-free day or during staff meetings. The online courses provide a comprehensive overview of PLD’s implementation in primary schools.

Below are convenient links to the relevant courses:

Step 3: Administering and Marking Relevant Screens in Participating Classes

Early Years – PLD Screening and Tracking

Within the Early Years Screening & Tracking Manual, proceed with the following steps:

  • Screen students using the following subtests in the Early Years Pre-Literacy Screen on pages 13-16:
    • Subtest 3: Blending Three Phonemes
    • Subtest 4a: Alphabet Sound Recognition.
    • Subtest 5a: Alphabet Sound Recall & Formation.
  • Screen students who scored below 80% in these subtests using Subtests 1 and 2.
  • Mark the screens. Be sure to note any Negative Observations (a checklist is provided on the screening template).

Foundation – PLD Screening and Tracking

Within the Foundation Screening & Tracking Manual, proceed with the following steps:

  • Present the Foundation Term 3 Early Reading Screen located on page 13. 
  • Administer the Foundation Term 3 Spelling Screen on page 19 and 21. 
  • For students unable to read and spell CVC words, administer the Term 1 Alphabet Sound Screen on page 7 and Term 1 Phonemic Awareness Screen located on page 9.
  • Mark the screens.

Year 1 & 2 – PLD Screening and Tracking

Within the Year 1 & 2 Screening & Tracking Manual, proceed with the following steps:

  • Administer the End of Term 3 Spelling Placement Screen on page 13.
  • For students unable to spell CVC words (or who score 0-20% in Stage 1 Target 1), present the Difficulty Acquiring Stage 1 screen on page 26.
  • OPTIONAL: Administer the Year 1 & 2 Early Reading Screen on page 17-20 to all Year 1 students and those Year 2 students who are still working within PLD Stages 1 and 2 for spelling.
  • Mark the screens.

Year 3, 4, 5 & 6 – PLD Screening and Tracking

Within the Year 3, 4, 5 & 6 Screening & Tracking Manual, proceed with the following steps:

  • Administer the End of Term 3 Spelling Placement Screen page 16-17.
  • For students unable to spell CVC words (or those who score 0-20% in Stage 1 Target 1) present the Difficulty Acquiring Stage 1 screen on page 29.
  • OPTIONAL: For the students still working within PLD Stages 1 and 2 for spelling (or with delayed reading), present the Early Reading Screen for Middle & Upper Primary Students on page 24-27.
  • Mark the screens.

Step 4: Essential Instructional Videos for All Teachers – Before or After Entering Results

It is recommended for all class teachers starting with PLD to watch:

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Early Years Teachers
Also Watch

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Foundation Teachers
Also Watch

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Year 1 & 2
Teacher
Also Watch

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Year 3, 4, 5 & 6 Teachers
Also Watch

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After watching the two relevant videos, all teachers should proceed to:

  • Enter the test scores into the tracking sheets (as per the short videos listed below in Step 4).
  • Arrange their class into three targeted teaching groups (as per the short videos listed below in Step 4).
  • Allocate a learning focus for each group for the Term ahead.

Step 5: Initiating Support and Coaching from PLD After Establishing Teaching Plans and Groups

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