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PLD’s Founder Diana Rigg reviews the use of technology by children and specifically how much technology time is appropriate for children. Following a thought-provoking article released in the West Australian Newspaper, […]

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The Junior Primary Spelling Activities resource is intended to provide a definition of synthetic phonics and related skills, an understanding of the importance of synthetic phonics, and practical suggestions for how to teach synthetic phonics within the classroom.

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At what age should children be able to aurally discriminate between “th” and “f”? This is a great question which we are often asked. The aim of this post is to help provide strategies which you can adopt when working with children who struggle with the differences between these sounds.

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This post relates to a discussion on a whole of school approach to spelling. The original poster is an existing user of PLD resources for stage 1, grade 1 and was required to assist the school with expanding the PLD across the entire school.

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Teachers and parents are bombarded with resources designed to improve the learning outcomes in a classroom or home environment. Unfortunately, being in possession of a great resource doesn’t always translate to great outcomes. While the people teaching our children must be commended for their dedication and hard work, they also need support from their teaching resource providers to ensure maximum benefit from their precious classroom time.

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Do you know how the National Curriculum affects preschool children? In a recent cover page article in the West Australian titled ‘Teaching three Rs urged for pre-school”, a case was made for teaching academic concepts to children before they reach primary school. Understandably, both parents and teachers are concerned about what this means for them and the children in their care.

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It’s clear there’s a broad gap between research findings being published and the application of the same findings in the classroom.

In a recent Weekend West Opinion article,”Read the signs – it’s time for a brave new teaching world”, by Alanna MacTiernan, a bold challenge is proposed to our education system as a whole. Failing a significant number of our students and adhering to outdated and unsupported research frameworks, it’s disturbing reading. I wish I could say I’m surprised but I’m not.