Early Years: Whole Year Scope and Sequence and Assessment Overview
Early Years: Whole Year Scope and Sequence and Assessment Overview

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The following Early Years full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from which schools can adapt their scheduling. While some students will progress faster and some slower, these plans should be considered for the bulk of students.

Screening and tracking is an essential part of the PLD process, click here for tips on establishing a consistent screening and tracking process.

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  • Early Years: Whole Year Scope and Sequence and Assessment Overview
    Foundation Pre-Literacy Screen

    Revised for 2020.

    The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.
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  • Early Years: Whole Year Scope and Sequence and Assessment Overview
    Early Years Pre-Literacy Screening

    The tracking of student skill development is central to the PLD process.

    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development. The
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  • Early Years: Whole Year Scope and Sequence and Assessment Overview
    Early Years Language, Literacy & Motor Developmental Milestones

    A booklet that provides an overview of Oral Language, Literacy and Motor for children in the early years (3 and 4 year olds). Tips for home and causes for concern are also outlined. The booklet can be photocopied back to back and then folded in half to provide a compact reference.

    Three and four year olds approach the world with great curiosity and a desire to explore. As a result, this age range is considered to
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  • Early Years: Whole Year Scope and Sequence and Assessment Overview
    PLD’s 2020 Whole School Literacy Plan

    The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.

    The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When
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