Implementing SSP in Year 1 & 2 Using PLD Feburary 2025 (Perth)

This full-day seminar provides educators working within the Year 1 & 2 with the knowledge and tools required to explicitly target early literacy in a systematic fashion. This seminar explains the implementation of PLD’s structured synthetic phonics programs (SSP) within Year 1 & 2. It outlines PLD’s targeted teaching and the associated tracking and reporting of skill development. The implementation of this preventative program aims to set up young learners for success in their literacy acquisition.

The presentation is recommended for all educators working within Year 1 & 2 (WA). The presentation outlines:

• How to implement PLD’s structured synthetic phonics (SSP) approach in Year 1 & 2.

• How three levels of targeted teaching can be delivered to a class.

• The teaching of decoding, fluency and the importance of decodable reading material.

• Time-efficient reading and spelling assessments are designed to inform teaching plans so teachers can be more focused on their instruction.

• Assessments and instruction for students not yet reading and spelling (i.e when operating at a pre-CVC level).

• The adoption of the PLD’s tracking sheets in order to establish a plan for the upcoming term.

• The presentation of phonic dictation passages as a facilitator of phonic concepts into extended written work.

• Techniques to apply for poor (or reluctant) writers.

• Oral language instruction (to supplement SSP) which facilitates the ability to speak in complex, grammatically correct sentences.

• Narrative retelling and generation instruction to increase comprehension and written expression ability.

Research reports that Structured Synthetic Phonics (SSP) programs produce superior literacy gains. PLD’s SSP approach is identified by AUSPELD as a recommended evidence-based approach. With a focus on PLD’s evidence-based Structured Synthetic Phonics (SSP) approach to literacy, those registered will be presented with knowledge and resources that will assist in maximising the literacy outcomes of the students within a junior primary class.

For more information and to view the seminar flyer, click here.

The content of your session was fantastic, I only wish it went for longer. Your delivery of the content, I believe, is why our staff sought you out in the first place. 

Luke - Assistant Principal

  We continue to grow under your guidance and teaching!  We are certainly making progress with our students but they do seem to be coming to school with less each year. Our staff continues to access your PD and rave about what they have learnt.  You are such an inspiration to all of us.

I want to thank you for your outstanding professional learning and guidance.  You have given us the confidence and knowledge in such a succinct and sensible way to work with students of this age in this area.  Your professional learning should be mandatory for all teachers. 

Rebecca – K-2 Coordinator

 Thank you so much for yesterday. It was an amazing day and so much was accomplished. Despite being a principal, I am a junior teacher at heart and I found what you were presenting to the teachers so very useful.

Gwen – Educational Support Unit Principal

 I work in a remote community school. I have a variety of literacy levels and use your program, to engage my class. Since using PLD my class has made considerable improvement and this is being tracked using your useful assessments. 

Chloe – remote community school

 Your PL totally exceeded our expectations and has given us a fantastic starting point for putting together a whole school literacy plan.

Cathy – Year 1 & 2 Teacher

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PLD maintains a 'no refund' policy, with the sole exception being the cancellation of a seminar by PLD. In all other cases of cancellation, individuals are encouraged to re-register for an alternative seminar. For cancellations made within less than 48 business hours, PLD will apply an administration fee of $25.00 and transfer the remaining balance to another seminar.

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Host or Publisher PLD Promoting Literacy Development