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Year 3, 4, 5 & 6 Classroom Resources Online Order Form
Read this quote/order form in conjunction with the Year 3, 4, 5 & 6 implementation page. This document provides a summary of the evidence-based classroom programs and training options for each age range. Access the other 2021 Quote/Order Forms: Early Years Foundation Year 1 & 2 Year 3, 4, 5 & 6 School Leader or […]
Read this quote/order form in conjunction with the Year 3, 4, 5 & 6 implementation page. This document provides a summary of the evidence-based classroom
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Year 1 & 2 Classroom Resources Online Order Form
Read this quote/order form in conjunction with the Year 1 & 2 Teaching Sequence Manual. This document provides a summary of the evidence-based classroom programs and training options for each age range. Access the other 2021 Quote/Order Forms: Early Years Foundation Year 1 & 2 Year 3, 4, 5 & 6 School Leader or Whole […]
Read this quote/order form in conjunction with the Year 1 & 2 Teaching Sequence Manual. This document provides a summary of the evidence-based classroom programs
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Early Years Classroom Resources Online Order Form
Read this quote/order form in conjunction with the Early Years Teaching Sequence Manual. This document provides a summary of the evidence-based classroom programs and training options for each age range. Access the other 2021 Quote/Order Forms: Early Years Foundation Year 1 & 2 Year 3, 4, 5 & 6 School Leader or Whole School See […]
Read this quote/order form in conjunction with the Early Years Teaching Sequence Manual. This document provides a summary of the evidence-based classroom programs and training
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Foundation Classroom Resources Online Order Form
Read this quote/order form in conjunction with the Foundation Teaching Sequence Manual. This document provides a summary of the evidence-based classroom programs and training options for each age range. Access the other 2021 Quote/Order Forms: Early Years Foundation Year 1 & 2 Year 3, 4, 5 & 6 School Leader or Whole School See our […]
Read this quote/order form in conjunction with the Foundation Teaching Sequence Manual. This document provides a summary of the evidence-based classroom programs and training options
School-based Professional Development Booking Form
A 4 page downloadable general enquiry form for PLD’s school-based professional development.
Step 1: Download the PDF booking form above or one of the following options.
- Q&A Coaching Consultancy Session – This form is for a follow-up consultation after an initial booking has been completed.
- How to Choose an Online Course Form for Schools – Please fill out this form to enable full school implementation of PLD online.
Step 2: Complete and submit the paper-based form to [email protected]. Note: This is a provisional booking only.
Step 3:Â PLD will call you to discuss your booking and confirm your expectations from the session. We will provide you with an invoice for the booking, a 20% deposit will be required to secure the date.
Step 4:Â Your booking is confirmed once PLD receives the 20% deposit.
If you would like to make an instant booking, view our interactive online calendar HERE.
This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.
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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.
Copyright: PLD printed materials belong solely to the authorised purchaser and may not be shared with colleagues, parents or anyone else. PLD printed materials can not be uploaded to school servers, intranets or online platforms. A quick FAQ on how you can and can't use PLD printed materials can be found HERE.
For full terms and conditions, see our Copyright Terms of Use.
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Spelling Activities for the Middle And Upper Primary
From $65.00$65.00 incl. GST Synthetic phonics, vocabulary and writing activities.
The ability to read well is a basic skill and vital to national survival (Chall 1989). However, there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. Spelling Activities for the Middle and Upper Primary 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, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole-class activities. Features: Middle and Upper Primary spelling activities resource (which incorporates synthetic phonics and linguistic theory). Three levels of each template aim to cater for the range in ability (i.e. delayed, average and advanced students) evident in classrooms. The activity templates are ready to photocopy. A key resource when establishing a spelling program. Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance). An ideal complement to PLD’s Phonic Sight Word Sequence. This publication is mentioned within the Whole School Literacy Strategy booklet on page 22.
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Phonic Charts – Stage 1
From $30.00$30.00 incl. GST Representing the phonic and sound structure of words for students aged 5-7 years.
The ability to read well is a basic skill and vital to national survival (Chall 1989). However, there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. Spelling Activities for the Middle and Upper Primary 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, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole-class activities. Features: Middle and Upper Primary spelling activities resource (which incorporates synthetic phonics and linguistic theory). Three levels of each template aim to cater for the range in ability (i.e. delayed, average and advanced students) evident in classrooms. The activity templates are ready to photocopy. A key resource when establishing a spelling program. Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance). An ideal complement to PLD’s Phonic Sight Word Sequence. This publication is mentioned within the Whole School Literacy Strategy booklet on page 22.
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Phonic and Sight Word Sequence
From $57.00$57.00 incl. GST Outlining the relationship between letters and sounds.
The ability to read well is a basic skill and vital to national survival (Chall 1989). However, there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. Spelling Activities for the Middle and Upper Primary 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, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole-class activities. Features: Middle and Upper Primary spelling activities resource (which incorporates synthetic phonics and linguistic theory). Three levels of each template aim to cater for the range in ability (i.e. delayed, average and advanced students) evident in classrooms. The activity templates are ready to photocopy. A key resource when establishing a spelling program. Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance). An ideal complement to PLD’s Phonic Sight Word Sequence. This publication is mentioned within the Whole School Literacy Strategy booklet on page 22.
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Phonic Charts – Stage 3
From $30.00$30.00 incl. GST Representing the phonic and sound structure of words.
The ability to read well is a basic skill and vital to national survival (Chall 1989). However, there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. Spelling Activities for the Middle and Upper Primary 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, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole-class activities. Features: Middle and Upper Primary spelling activities resource (which incorporates synthetic phonics and linguistic theory). Three levels of each template aim to cater for the range in ability (i.e. delayed, average and advanced students) evident in classrooms. The activity templates are ready to photocopy. A key resource when establishing a spelling program. Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance). An ideal complement to PLD’s Phonic Sight Word Sequence. This publication is mentioned within the Whole School Literacy Strategy booklet on page 22.
