THE PLD COURSES ANSWER ...

  • What to teach?

    PLD have broken down what to teach through our three key areas: Literacy, Oral Language and Movement & Motor.

  • When to screen?

    Screening and tracking is central to any Structured Synthetic Phonics (SSP) program. We will break down the termly requirements.

  • Cater for the range in ability?

    Within every primary school classroom, there can be a wide range in student ability. How can you support students who are experiencing difficulties?

An overview of PLD's best selling courses

Step-by-step methodology for teaching evidence-based Structured Synthetic Phonics (SSP)

Our online courses have been personally developed by Diana Rigg to allow teachers around Australia access to evidence-based professional learning in Literacy. A cost-effective professional learning alternative for classroom teachers and their assistants, our online courses can be viewed by individuals or in a group, run between 1-4 hours in length and every registered participant will receive a certificate upon completion.
View all courses here

Implementing SSP in the Early Years

Kindergarten (WA, QLD, SA, TAS) and Preschool (ACT, NT, NSW, VIC)

The EARLY YEARS are a period of significant potential learning. It is essential that balanced within an early childhood framework key skills (for later literacy and learning) are developed. The explicit instruction of phonological awareness, alphabet sounds and oral language is imperative. Within this course ‘age-appropriate’ ( i.e. fun, engaging but rich and clear) learning experiences will be demonstrated with PLD programs and also with general resources.
Access the first installment free here

Implementing SSP in Foundation

Pre-Primary (WA) Kindgergarten (NSW, ACT) Preparatory (QLD, VIC, TAS) Reception (SA) Transition (NT)

The Foundation school year is incredibly complex to teach. Those working within the Foundation year require strong theoretical knowledge, the ability to deliver their instruction in an explicit and focused manner and time efficient tracking processes to determine the rate of progress and then next elements to introduce. Typically children read 1st, spell 2nd and write 3rd. This typical progression into literacy starts first with targeting the ‘specific’ pre-literacy skills.
Access the first installment free here

Implementing SSP in Year 1 & 2

For students in Year 1 & 2

Each junior primary classroom has a range in ability. This course outlines a process which enables teachers to be comfortable, and flexible enough to devise a process that matches student ability to improve the literacy outcomes of your Year 1 & 2 students.
Access the first installment free here

Implementing SSP in Year 3, 4, 5 & 6

For students in Year 3, 4, 5 & 6

Typically there is a significant range in ability within most middle and upper primary classrooms. This course outlines a consistent screening and tracking process, along with ways to help you establish your class profile for students experiencing difficulties.
Access the first installment free here

ABOUT THE INSTRUCTORS

Diana Rigg

Founder of PLD Literacy and Learning

Diana Rigg, the founder of PLD, is not just a teacher, speech pathologist, and parent; she’s an influential innovator in education. Merging postgraduate education and speech pathology qualifications, with a deep understanding of the education system, Diana’s mission is to educate and empower those working with 3 - 11 year old children. Diana is a driving force in consultancy and publishing, channelling her efforts into bringing the latest research directly into Australian classrooms. Throughout her journey, Diana has collaborated with thousands of schools, relentlessly advocating for evidence-based techniques, programs, and assessment tools for comprehensive learning experiences in classrooms across Australia. Her pioneering work has consistently demonstrated its positive impact on student outcomes.

Caitlin Brandt

Schools Manager

Caitlin Brandt is an outstanding educator with a rich background in leading and implementing PLD at various levels - classroom, school, and regional. With a diverse portfolio as a lead teacher, coach, literacy mentor, and Deputy Principal, Caitlin’s expertise is broad, having worked in a range of educational settings, from small schools through to large P-12 campuses. As the Queensland teacher delegate for the recent Australian Curriculum review for English, Caitlin’s skills lie in teaching children to read and write using explicit teaching strategies and evidence-based programs.

Paula McBain

School Support Coodinator

Paula McBain has significant experience as a classroom practitioner and lead teacher, having taught in P-12 schools in both Victoria and Western Australia for over 18 years. A life-long learner, Paula has consistently worked to enhance her literacy knowledge and skills for the classroom, demonstrating a commitment to helping her students reach their full potential through authentic and purposeful learning opportunities. With a strong background in literacy instruction and passion for oral and written language development, Paula is dedicated to empowering young people to become confident, effective communicators and leaders, whilst also developing the literacy skills they need to succeed in all areas of life.

All PLD Literacy Online Learning Courses

View each course in more detail here

TESTIMONIALS & RECOMMENDATIONS

“This course was super helpful. I am a teaching Foundation for the first time and didn't feel well equipped with teaching my students how to read and write. This course covers so many strategies, learning sequences and activity examples. Highly recommend this course for all Foundation and Junior teachers. ”

Megan Warby

“Well-paced informative PD. Has given me some clear strategies to use in the classroom. Fits in well with Visible Learning and Effective Feedback. Highly recommend it:)))) ”

Angela Shepherd

“The course was easy to understand, lot's of examples and I especially loved that along with the video, you had the option to print up lecture notes. Diana is very descriptive and easy to listen to. This course has really enhanced my teaching methods. ”

Sarah Craig

“As an Early Childhood Educator having studied a Diploma in Early Childhood Education and Care, I was not exposed to teaching Pre- literacy during my studies. However, once I entered the industry I realised how important it was that I educate myself and develop my knowledge in this area. I wanted to develop my skills and knowledge about pre-literacy, and have a greater understanding of what Synesthetic phonics, Phonological Awareness and Phonemic Awareness. This course was easy to follow; it was delivered in a very clear and broken down manner. I feel confident that I can develop a Pre-literacy program and also the skills to detect children that maybe at risk of needing extra help and time to develop there confident and pre-literacy skills . I would highly recommend this course .”

Andrea Key

“Hello, My name is Francesca and I have just completed the online PD. The information presented to clear, well sequenced and demonstrated in a way that can be easily applied to my classroom. Your approach 'teach less but better' I think is absolutely wonderful! and I am keen to apply my learning to not only spelling but all other areas of the curriculum. Francesca”

Francesca

“I did this online Seminar in one day as I was so excited. I had completed the Phonic Sequence Placement test on a little year 4 girl who's mum had begged me to do some coaching 2 days before I began the seminar. We knew she had some gaps and needed to find where? After marking the assessment I now know she has missed all the stage 3 spelling patterns. I can't wait to start re-teaching what she has missed using these resources and activities. The Monday after completing the course I administered the test on my year 1s and started teaching them the very next day how to write the sounds with 2 colours. WOW this strategy really worked with my struggling year 1s. It is my new favourite thing to do for spelling. ”

Jackie Riches

“This PD provides time effective tasks for assessment and monitoring progress. In addition, it shows clear, practical and easily implemented strategies that teachers can to take to manage students either learning to read and write or presenting with difficulties with literacy. It is based on current theory and assessment tasks and strategies demonstrated are suitable for all students in all classrooms, regardless of the synthetic phonics program they are using at their school. ”

Andrea Kurasho

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