← Return to Blogs

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: 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 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 4 Placement Tests

Early Years – Follow the Term 4 PLD Screening & Tracking Manual

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

  • If commencing at the start of Term 4, begin teaching the skills in the Term 3 and 4 overview on page 9 in the Early Years Teaching Sequence Manual. There are no Week 1 screens in the Early Years.
  • Midterm (or Week 6): Administer the following screens:
    • Term 4: Blending Screen (Onset & Rime Level Blending and Blending Three Phonemes) in the Early Years Screening & Tracking Manual on page 19.
    • Term 4: Alphabet Sound Screen (Reading) on page 17.
    • Term 4: Alphabet Sound Recall & Formation (Spelling) on page 20.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Foundation – Follow the Term 4 PLD Screening & Tracking Manual

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

  • Start of Term 4: Present the Term 4 Early Reading Screen located on pages 16–17.
    • For lower-ability students, begin with Exercises 1 & 2.
  • Midterm (or Week 6): Administer the Term 4 Spelling Screen on pages 20 and 23. 
  • For students unable to read and spell CVC words, administer the Term 1 Alphabet Sound Screen on page 7 and the Term 1 Phonemic Awareness Screen located on page 10.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 1 & 2 – Follow the Term 4 PLD Screening & Tracking Manual

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

  • Start of Term 4: Administer the End of Term 3 Spelling Placement Screen on page 13.
  • 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.
  • Administer the Year 1 & 2 Early Reading Screen on pages 14–21 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. Place the results on the PLD tracking sheet (set up in step 1)

Year 3, 4, 5 & 6 – Follow the Term 4 PLD Screening & Tracking Manual

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

  • Administer the End of Term 3 Spelling Placement Screen on pages 16–17.
  • 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 21–27.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

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 & 2Teacher
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

Back to Blog Page
← Return to Blogs