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The following Year 3, 4, 5 & 6 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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  • Year 3, 4, 5 & 6: Whole Year Scope and Sequence and Assessment Overview
    Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3

    If students are experiencing difficulty at a stage 1 level (and as a consequence are not progressing at a rate that is pleasing) PLD recommends the presentation of the relevant short investigation to determine the basis of the difficulties.

    These screens have been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills

  • Year 3, 4, 5 & 6: Whole Year Scope and Sequence and Assessment Overview
    Whole School Phonic Sight Word Sequence Placement Screening

    The Phonic Sight Word Sequence placement test, is designed to very quickly establish the range in ability within a class, and provide the stages or levels for which explicit, structured teaching is required.

    How to present the Whole School Phonic Sight Word Sequence Placement Screening Present the screen below to each class (ideally in week 1 of Term

  • Year 3, 4, 5 & 6: Whole Year Scope and Sequence and Assessment Overview
    Early Reading Profile – Year 1 and 2

    The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments. Revised for 2020.

    The ‘Early Reading Profile – Year 1 & 2’ is a quick single word reading assessment. It presents words that gradually increase in length and

  • Year 3, 4, 5 & 6: 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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