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.

Pre-literacy 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.

Learning to read spell and write 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.

Synthetic phonics within the junior primary

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.

Synthetic phonics and beyond

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.

ABOUT THE INSTRUCTOR

Diana Rigg

Founder of PLD Literacy and Learning

Diana Rigg founded PLD Organisation because she recognised a large gap in the time it took for research findings to make it into practice in the classroom. With a Master’s degree in Education and Speech Pathology, Diana was convinced she could help close that gap, offering assistance to parents, teachers, and school systems looking for help in promoting literacy to the young people in their lives. With extensive experience as a Classroom Teacher, Specialist Literacy Teacher and Speech Pathologist, Diana understood what was needed. Drawing on over 15 years as a Professional Educational Consultant, Diana assembled a passionate team of Speech Pathologists, Occupational Therapists and Designers to help her translate the latest research and best practices from around the world into attractive, easy to use resources for both the home and classroom setting. Diana is active in both consultancy and publishing. Understanding the challenges of a classroom puts Diana in the perfect positions to deliver quality products aligned with school learning systems. Extensive experience in consultancy allows her to develop products suitable for use in the home either as supplemental lessons or as part of a homeschooling curriculum. In February 2010, Diana was recognised as one of Western Australia’s top “40 under 40” by the WA Business News. For more information on Diana’s work, you can Contact Diana or connect via Facebook or LinkedIn

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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