Key Areas That Maximise Academic Achievement

Year Level: Early Years, Foundation, Year 1 & 2, Years 3 to 6

PLD advocates that a child is more likely to reach their full academic potential when three key areas are simultaneously developed. The information sheet summarises the three key areas:

1) Literacy (Spelling and Decoding)

2) Movement and Motor

3) Oral Language


What is Literacy/Spelling and Decoding?

Spelling and decoding or “word attack” skills are derived from:

  • Phonological awareness or ‘sounding out ability’
  • Alphabet knowledge – and particularly the ‘sounds’
  • Phonic knowledge
  • Sight word knowledge

But the hallmark of literacy proficiency is the ability to read and comprehend the material read and written expression ability (as opposed to spelling ability). These hallmark skills are influenced also by the Skills Set 1 and 2 listed above.

What is Oral Language?
Oral language refers to the act of speaking and listening. The main components include:

  • Word knowledge – vocabulary
  • Sentence structure – grammar
  • Language understanding – semantic and comprehension ability
  • Structured thinking – the ability to elaborate, organise and sequence thoughts

Students need to be able to process information heard and explain the information in order to be successful within the curriculum.

What is Movement and Motor?

Perceptual motor refers to the ability to hear something, interpret the meaning and form an appropriate motor response. Importantly the way a child organises and uses their body is a significant part of literacy-based learning.

  • Perceptual – input or receiving the message
  • Motor – output or the response

In schools, students are constantly required to complete curriculum activities which involve physical
movements. The more smooth and fluid these body movements are the more efficiently a student
will keep up with the pace of a classroom and complete work of a satisfying standard.

  • Key Areas That Maximise Academic Achievement
    PLD’s 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

  • Key Areas That Maximise Academic Achievement
    Language Literacy Link

    A information sheet explaining the importance of targeting BOTH language based literacy (or oral language skills) and print based literacy skills (i.e. alphabetic, phonic, spelling and decoding ability) for the development of interpretative reading and writing skills.

    Too often parents and educators associate early literacy success with alphabetic and sight word knowledge. A little later on in a child’s development literacy is

  • Key Areas That Maximise Academic Achievement
    Ages and Stages of Literacy Development – Ages 3 – 12

    A fact sheet which identifies age related milestones for literacy development in children from 3 years of age. Included are decoding and spelling skill checklists for Stage 1 (or Year 1) through to Stage 5 (or Year 5).

    Many parents wonder if their child’s reading skills are developing at the normal rate. While there are individual differences, there is a general progression of

  • Key Areas That Maximise Academic Achievement
    PLD’s Alignment to the Australian National Curriculum

    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  

  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework

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