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Many schools take the opportunity to commence SSP implementation with PLD within semester two. This helps the school ease staff into the new programs and processes in preparation for the next school year. Schools manage to allocate pupil-free time to the outline below. Other schools will incorporate this process into staff meetings spread across the term. This page outlines how to integrate the training, testing and program familiarisation within Term 3.

PLD's SSP implementation can occur at any point during the school year. For alternative timings, please refer to the buttons below:

Pupil Free (Dec / Jan)
Begin in Term 1
Begin in Term 2
Begin in Term 3
Begin in Term 4

Step 1: Set up PLD tracking sheets

  • To get started with PLD, click the provided link to register for a new set of PLD Tracking Sheets.
  • Set up the classes for the next school year and input the class list (student names) into the appropriate columns. 
  • Rename the tabs to indicate the year levels and class names (e.g. Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc.)
  • Do not put composite classes in separate tabs. Rename tabs to identify composite classes (eg Y1&2)
  • Save the document to the school’s shared drive and share the link with the staff. For an easier process, consider using a cloud-based tracking sheet document. Click here to learn more about the benefits of cloud-based sheets for teachers and administrators.

Step 2: Staff view at least three hours of the relevant online course

PLD does not recommend that teaching staff view all courses, only the course (or courses) that relate to the class they are teaching.  Group viewing will allow for dialogue and rich engagement within cluster groups.

Below are convenient links to the relevant courses:

Step 3: Administer and Mark the Term 3 Placement Tests

Early Years – Follow the Term 3 PLD Screening & Tracking Manual

Within the Early Years Screening & Tracking Manual, proceed with the following steps:

  • If commencing at the start of Term 3, begin teaching the skills in the Term 2 and 3 overview on page 9 in the Early Years Teaching Sequence Manual. There are no Week 1 screens in the Early Years.
  • Midterm (or Week 6): Administer the following screens:
    • Term 3: Alphabet Blending Screen (Onset & Rime) in the Early Years Screening & Tracking Manual on page 15.
    • Term 3: Alphabet Sound Screen (Reading) on page 13.
    • Term 3: Alphabet Recall & Formation (Spelling) on page 16.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Foundation – Follow the Term 3 PLD Screening & Tracking Manual

Within the Foundation Screening & Tracking Manual, proceed with the following steps:

  • Present the Term 3 Early Reading Screen located on pages 14–15.
    • For lower-ability students, begin with Exercises 1 & 2.
  • Midterm (or Week 6): Administer the Term 3 Spelling Screen on pages 20 and 22.
  • For students unable to read and spell CVC words, administer the Term 1 Alphabet Sound Screen on page 7 and the Term 1 Phonemic Awareness Screen located on page 10.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 1 & 2 – Follow the Term 3 PLD Screening & Tracking Manual

Within the Year 1 & 2 Screening & Tracking Manual, proceed with the following steps:

  • Administer the End of Term 2 Spelling Placement Screen on page 12.
  • Students who score between 0–40% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1 Screen on pages 26–29.
  • Administer the Year 1 & 2 Early Reading Screen on pages 14–21 to all Year 1 students and those Year 2 students who are still working within PLD Stages 1 and 2 for spelling.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 3, 4, 5 & 6 – Follow the Term 3 PLD Screening & Tracking Manual

Within the Year 3, 4, 5 & 6 Screening & Tracking Manual, proceed with the following steps:

  • Administer the End of Term 2 Spelling Placement Screen pages 14–15.
  • Students who score between 0–40% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1Screen on pages 28–30.
    • For students still operating within Stages 1 and 2 for spelling (or with delayed reading), administer the Early Reading Screen for Middle & Upper Primary Students on pages 21–27.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Step 4: Essential instructional videos for all teachers – after entering results

Teachers arrange their new class into three targeted teaching groups. The following year-level-specific videos are essential viewing. The creation of a classroom plan based on the range in testing scores is outlined in these videos. Teaching staff need to understand this step to implement the PLD programs with fidelity.

Early Years Teachers
Also Watch

Foundation Teachers
Also Watch

Year 1 & 2 Teachers
Also Watch

Year 3,4,5&6 Teachers
Also Watch

Step 5: Once teachers have established a teaching plan for Term 1, PLD can provide support & coaching

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