Implementation Processes

Transcription

1 2011 Version Scheduling the transition between emergent literacy skills and early literacy skills. K-1 (a three year process) or PP-1 (a two year process). Implementation Processes The implementation process applies a strategic term by term approach to targeting core pre or emergent literacy skills to achieve National Curriculum targets. Start preparing for the introduction of the National Curriculum. PLD s Implementation Processes are derived from the disciplines of Speech Pathology, Occupational Therapy and Education. They target the three areas that facilitate academic success: Oral Language - Skill Set 1 Perceptual Motor - Skill Set 2 and Literacy (Emergent Literacy) - Skill Set 3 See the last page for teaching resources and screening tools. 160 Stirling Highway, Nedlands WA 6009, Australia Tel: PLD Organisation Pty. Ltd. Implementation Process (January 2011) 1

2 Scenario 1 Suited to a 2 year K/PP emergent literacy process and to be combined with the Year 1 outline on pages 5 and 6. Kindergarten: The first year of a two year Emergent Literacy Process. In the first year of the emergent literacy process, students develop an awareness and sensitivity to large sound units in words; syllables, rhyme and initial continuant sounds. Term 1 Focus Skill: Introductory Skill: Division of simple sentences into words Oral Language Focus: Students begin to become comfortable with the requirement of oral participation in school. Daily Routine Preparation: 4 hoops or stepping blocks are placed at the front of the room. Adult models: My... (pause) name... (pause) is... (pause)... [insert name] while simultaneously stepping into hoops or onto the blocks. Each child in the class completes the process. Additional rehearsal sentences: My... (pause)... favourite (pause)... colour (pause)... is (pause)... [child inserts favourite colour]. I... (pause)... like... (pause)... eating... (pause)... [child inserts favourite fruit or vegetable]. If students require additional practice schedule the routine twice in a day (i.e. morning and afternoon). Focus Skill: The phonological awareness pre-literacy skill - Syllabification (i.e. of 2 and 3 syllable words). Teach the skill of syllabication to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require two or three five minute instruction sessions each day. Primary Teaching Resource: Syllable Time (2010). Exercise 1 in The Pre-Literacy Screen (2009). Cycle 3: Small Group Or Individualized Intervention For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule small group intervention or individualised sessions for the students who have not acquired the skill of syllabification. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 1 in The Pre-Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Focus Skill: The phonological awareness pre-literacy skill - Rhyme Identification Teach the skill of rhyme identification to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require two or three five minute instruction sessions each day. Primary Teaching Resource: Rhyme Time (2010). Exercise 2 in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule small group intervention or individualised sessions for the students who have not acquired the skill of rhyme identification. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 2 in The Pre-Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Focus Skill: The phonemic awareness pre-literacy skill - Initial Sound Awareness Teach the skill of initial continuant sounds and initial stop to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require two or three five minute instruction sessions each day. Primary Teaching Resource: Preparing for the Alphabet (2010). Exercise 3.1 and 3.2 in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule small group intervention or individualised sessions for the students who have not acquired the skill of initial sound awareness. For target group identified in the week 5 screening, review progress at the end of the term using items 1, 2 and 3 from Exercise 3.1 in The Pre-Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] In addition to the emergent literacy skills program, schedule: Primary Teaching Resources (PTR) 1. An oral language skill development program (PTR: Developing News Telling and Narrative Skills (4 Year Old Program), 4 Year Old Comprehension Questions, Activity Retells for 3 to 5 year olds and Stage 1 Phonic Dictation.) 2. A fine and gross motor perceptual motor program (PTR: Hands Up...to preventing handwriting difficulties, Pre-Writing Patterns and Developing Cutting Skills. ) PLD Organisation Pty. Ltd. Implementation Process (January 2011) 2

3 From Term 1 Scenario 1 Suited to a 2 year K/PP emergent literacy process and to be combined with the Year 1 outline on pages 5 and 6. Pre-Primary: The second year of a two year Emergent Literacy Process. In the second year of the emergent literacy process, students develop the awareness of small and quiet sound units (i.e. initial stop sound awareness) and then multiple sound units contained within simple CVC words (i.e. blending and segmentation.) Focus Skill: The introduction of an alphabetic sound program is commenced and continues through to the end of the school year. 1. Teach initial 6 alphabetic sounds: t, p, n, s, a, i to the whole class in Weeks 1, 2, 3 and 4. Typically students require two or three five minute instruction sessions each day. 2. Primary Teaching Resource: Alphabet the Multi-sensory Way! (2010). the corresponding section of the alphabet section of The Pre-Literacy Screen (2009). Group 1: The students who are able to verbalise the alphabetic letter sounds associated with each symbol, without adult assistance, progress onto the alphabetic letter sounds: h, m, r, d, c, e. Group 2: The students who have not acquired the s, p, t, i, n, a letter sounds continue to work on a daily basis in small groups. Progress in cycles of teaching, screening and intervening through the remainder of the year. Remember schedule the teaching on the basis of little but often. Aim for a multi-sensory approach: feeling, hearing and seeing the mouth movement whilst saying the sound. Simultaneously start instructing letter formation of s, a, t, p, i, n using the early childhood text: Pointing In The Right Direction...of letter formation. (Students acquire the skill through the development of big body movements in standing position and then smaller body movements in a seated position. Focus Skill: The phonemic awareness pre-literacy skill - Blending Both Onset and Rime Blending and 3 Sound Phonemic Blending 1. Step 1: Onset and rime blending: c (one second pause) at makes the word? 2. Step 2: CVC Phonemic blending: c (one second pause) u (one second pause) p... makes the word? Teach the skill of blending to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require a minimum of three five minute instruction sessions each day. Students who have had ear infections, delayed speech or language skill or who present with a genetic predisposition to learning difficulties will typically require. It is essential that teaching staff adopt a very strong commitment to this skill as it is a key prerequisite to decoding ability. Primary Teaching Resource: Preparing for Reading (2010). Exercise 4 in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule smaller group intervention or individualised sessions for the students who have not acquired the skill of blending. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 4 in The Pre-Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Focus Skill: The phonemic awareness pre-literacy skill - Segmentation Of Words With 3 Sounds (e.g. What sounds are in the word log?) Teach the skill of segmentation to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require a minimum of three five minute instruction sessions each day. Students who have had ear infections, delayed speech or language skill or who present with a genetic predisposition to learning difficulties will typically require. It is essential that teaching staff adopt a very strong commitment to this skill as it is a key prerequisite to spelling ability. Primary Teaching Resource: Preparing for Spelling (2010). Exercise 5 in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule smaller group intervention or individualised sessions for the students who have not acquired the skill of segmentation. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 5 in The Pre-Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Introduction of formal national curriculum literacy targets (e.g. VC and CVC regular sight words, writing of sentences etc.) following the explicit instruction and tracking of foundation skills over the previous 6 terms (i.e. the two year preparation phase) or the 3 terms (i.e. the one year preparation phase). In addition to the emergent literacy skills program, schedule: Primary Teaching Resources (PTR) 1. An oral language skill development program (PTR: Developing News Telling and Narrative Skills (5 Year Old Program), 5 Year Old Comprehension Questions and Activity Retells for 3 to 5 year olds.) 2. Further fine and gross motor skill development in addition to the introduction of an early childhood approach to letter formation (based upon big body movements through to smaller body movements). (PTR: Pointing In The Right Direction...to preventing handwriting difficulties, Pointing In The Right Direction...of letter formation and Developing Cutting Skills.) PLD Organisation Pty. Ltd. Implementation Process (January 2011) 3

4 Term 1 From Scenario 2 Suited to a one year PP emergent literacy process and to be combined with the Year 1 outline on pages 5 and 6. Pre-Primary Only: A single year of preparation of key Emergent Literacy Skills. Students develop the awareness of initial sounds and then multiple sound units contained within simple CVC words (i.e. segmentation and blending) in addition to the acquisition of alphabet knowledge. Focus Skill: The phonemic awareness pre-literacy skill - Initial Sound Awareness Teach the skill of initial sounds to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require two or three five minute instruction sessions each day. Primary Teaching Resource: Preparing for the Alphabet (2010). Exercise 3.1 and Exercise 3.2. in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule small group intervention or individualised sessions for the students who have not acquired the skill of initial sounds awareness. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 3.1 and 3.2 in The Pre-Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Focus Skill: The introduction of an alphabetic sound program is commenced and continues through to the end of the school year. 1. Teach initial 6 alphabetic sounds: t, p, n, s, a, i to the whole class in Weeks 1, 2, 3 and 4. Typically students require two or three five minute instruction sessions each day. 2. Primary Teaching Resource: Alphabet the Multi-sensory Way! (2010). the corresponding section of the alphabet section of The Pre-Literacy Screen. Group 1: The students who are able to verbalize the alphabetic letter sounds associated with each symbol, without adult assistance, progress onto the alphabetic letter sounds: h, m, r, d, c, e. Group 2: The students who have not acquired the s, p, t, i, n, a letter sounds continue to work on a daily basis in small groups. Progress in cycles of teaching, screening and intervening through the remainder of the year. Remember schedule the teaching on the basis of little but often. Aim for a multi-sensory approach: feeling, hearing and seeing the mouth movement whilst saying the sound. Focus Skill: The phonemic awareness pre-literacy skill - Blending Both Onset and Rime Blending and 3 Sound Phonemic Blending 1. Step 1: Onset and rime blending: c (one second pause) at makes the word? 2. Step 2: CVC Phonemic blending: c (one second pause) u (one second pause) p... makes the word? Teach the skill of blending to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require a minimum of three five minute instruction sessions each day. Students who have had ear infections, delayed speech or language skill or who present with a genetic predisposition to learning difficulties will typically require. It is essential that teaching staff adopt a very strong commitment to this skill as it is a key prerequisite to decoding ability. Primary Teaching Resource: Preparing for Reading (2010). Exercise 4 in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule smaller group intervention or individualised sessions for the students who have not acquired the skill of blending. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 4 in The Pre- Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Within commence teaching letter formation following an OT designed early childhood approach. (Recommended program: Pointing In The Right Direction... to letter formation. (Availabl e in Cursive and Foundation fonts.) Focus Skill: The phonemic awareness pre-literacy skill - Segmentation Of Words With 3 Sounds (e.g. What sounds are in the word log?) Teach the skill of segmentation to the whole group in weeks 1, 2, 3 and 4 of the term. Typically students require a minimum of three five minute instruction sessions each day. Students who have had ear infections, delayed speech or language skill or who present with a genetic predisposition to learning difficulties will typically require. It is essential that teaching staff adopt a very strong commitment to this skill as it is a key prerequisite to spelling ability. Primary Teaching Resource: Preparing for Spelling (2010). Exercise 5 in The Pre-Literacy Screen (2009). For the remainder of the term (i.e. Weeks 6, 7, 8, 9 and 10) schedule smaller group intervention or individualised sessions for the students who have not acquired the skill of segmentation. For target group identified in the week 5 screening, review progress at the end of the term using Exercise 5 in The Pre- Literacy Screen. [Make sure the re-test results are recorded on The Pre-Literacy Screen Record Form in a different colour.] Introduction of formal national curriculum literacy targets (e.g. VC and CVC regular sight words, writing of sentences etc.) following the explicit instruction and tracking of foundation skills over the previous 6 terms (i.e. the two year preparation phase) or the 3 terms (i.e. the one year preparation phase). In addition to the emergent literacy skills program, schedule: Primary Teaching Resources (PTR) 1. An oral language skill development program (PTR: Developing News Telling and Narrative Skills (5 Year Old Program), 5 Year Old Comprehension Questions and Activity Retells for 3 to 5 year olds.) 2. Further fine and gross motor skill development in addition to the introduction of an early childhood approach to letter formation (based upon big body movements through to smaller body movements). (PTR: Pointing In The Right Direction...to preventing handwriting difficulties, Pointing In The Right Direction...of letter formation and Developing Cutting Skills.) PLD Organisation Pty. Ltd. Implementation Process (January 2011) 4

5 Year 1 The Acquistion Of Early Decoding And Spelling Skills This follows either: Scenario 1 - A 2 year K/PP Preparation Phase outlined on pages 1 and 2 or Scenario 2 - A 1 year PP Preparation Phase outlined on page 3. Core Teaching Targets For Term 1 Correct letter formation and also focus on placement on lines and sizing of letters. Primary teaching resource is Getting A Grip On Letters or Pointing In The Right Direction...of letter formation. (Both available in Cursive or Foundation fonts.) Rapid alphabet letter sound recognition. Primary teaching resource is Alphabet the Multi-sensory Way! (Available in Cursive or Foundation fonts.) Decoding and spelling of alphabet based CVC words (e.g. sit, fun, tin). Primary teaching resource is Reading and Spelling Regular CVC Words - Stage 1 and Stage 1 Single Word Decoding and Spelling Skills. Term 1 Cycle 1: Teach Core Skills Explicitly instruct CVC reading and spelling throughout weeks 1, 2, 3, and 4 of the term. All reading books, worksheets, sight words, flash cards, spelling list words, dictation tasks and classroom displays should have a strong CVC word focus. In week 5 following the intensive instruction period screen all students using CVC Single Word Reading and Spelling Screen found on pages in the 2010 version of Early Literacy Screening Tools. Cycle 3: Focused Teaching All students continue strengthening their accuracy and speed of processing of CVC reading and spelling tasks. Focus also on the application of regular CVC words to sentence level reading and spelling tasks. Refer to the teacher manual in the resource pack titled Reading and Spelling Regular CVC Words - Stage 1 for multiple sentence level reading and spelling tasks. Focused intervention will be required for the students identified in the screening process with specifically lacking pre-literacy skills: blending, segmentation and alphabet sound knowledge (as per the base of the CVC Single Word Reading and Spelling Screen found on page 57). Present the following resources for the students identified with lacking or poorly established pre-requiste skills: - Alphabet knowledge: Alphabet the Multi-sensory Way! and Alphabet Letter Sounds, Games and Worksheets - Phonemic awareness skills: Preparing for Reading and Preparing for Spelling - Pointing In The Right Direction...of letter formation (Available in Cursive or Foundation fonts). For the students identified review skill development using CVC Single Word Reading and Spelling Screen found on pages in the 2010 version of Early Literacy Screening Tools in the final week of term. Core Teaching Targets For Correct letter formation and also focus on placement on lines and sizing of letters. Primary teaching resource is Getting A Grip On Letters. (Available in Cursive or Foundation fonts.) Rapid recognition of early phonic patterns sh, ch, th, oo, ee, ck. Primary teaching resource is Stage 1 Phonic Charts. (To be used as flash cards.) Decoding and spelling of early Stage 1 phonic based CVC words (e.g. ship, chop and look). Primary teaching resource is Reading and Spelling With Early Stage 1 Phonics. Cycle 1: Teach Core Skills Explicitly instruct CVC reading and spelling incorporating phonic patters sh, ch, th, oo, ee, ck throughout weeks 1, 2, 3 and 4 of the term. All reading books, worksheets, sight words, flash cards, spelling list words, dictation tasks and classroom displays should all have a strong CVC word focus which also incorporates sh, ch, th, oo, ee and ck. In week 5 following the intensive instruction period screen all students using CVC Words with Early Stage 1 Phonics Screen found on pages in the 2010 version of Early Literacy Screening Tools. In addition to the emergent literacy skills program, schedule an oral language skill development program (e.g. Developing Narrative Skills (6-8 Year Old Program) and 6 and 7 Year Old Comprehension Questions. Cycle 3: Focused Teaching All students continue strengthening their accuracy and speed of processing of early phonic based reading and spelling skills. Focus also on the application of early phonic concepts at a sentence level. Refer to the teacher manual in the resource pack titled Reading and Spelling With Early Stage 1 Phonics for multiple sentence level reading and spelling tasks. Focused intervention will be required for the students identified in the screening process (as per the base of the CVC Words with Early Stage 1 Phonics screen found on pages 60 or the Term 1 screen CVC Single Word Reading and Spelling found on page 57). For the students identified review skill development at the end of the term using the above screening tools before progressing in the process. See the following page for and 4. PLD Organisation Pty. Ltd. Implementation Process (January 2011) 5

6 Year 1 The Acquistion Of Early Decoding And Spelling Skills This follows either: Scenario 1 - A 2 year K/PP Preparation Phase outlined on pages 1 and 2 or Scenario 2 - A 1 year PP Preparation Phase outlined on page 3. Core Teaching Targets For Correct letter formation with a focus on placement on lines, sizing of letters and posture while handwriting. Primary teaching resources: Stage 1 Phonic Desk Strips (Available in Cursive or Foundation fonts.), Am I ready to handwrite? (poster) and Getting A Grip On Letters (Available in Cursive or Foundation fonts.) Decoding and spelling of alphabet based CCVC words (e.g. drip and flag) and CVCC words (e.g. held and went). Primary teaching resource is Blends, Reading and Spelling CCVC and CVCC Words - Stage 1 and Stage 1 Single Word Decoding and Spelling Skills. Cycle 1: Teach Core Skills Explicitly instruct CCVC and CVCC word reading and spelling throughout weeks 1, 2, 3 and 4 of the term. All reading books, worksheets, dictation tasks, sight words, flash cards, spelling list words and classroom displays should all have a strong blends/consonant cluster focus. Screen Students: In week 5 following the intensive instruction period screen all students using CCVC Single Word Reading and Spelling Screen found on pages and CVCC Single Word Reading and Spelling found on pages in the 2010 version of Early Literacy Screening Tools. Cycle 3: Focused Teaching All students continue strengthening their accuracy and speed of processing of CCVC and CVCC reading and spelling skills. Focus also on the application of regular CCVC and CVCC words to sentence level reading and spelling tasks. Refer to the teacher manual in the resource pack titled Blends, Reading and Spelling CCVC and CVCC Words - Stage 1 for multiple sentence level reading and spelling tasls. Focused intervention will be required for the students identified in the screening process as per the base of CCVC Single Word Reading and Spelling screen found on page 60 or the screen CVC Single Word Reading and Spelling found on page 60. For the students identified review skill development at the end of the term using the above screening tools before progressing in the process. Core Teaching Targets For Correct letter formation with a focus on placement on lines, sizing of letters and posture while handwriting. Primary teaching resources: Stage 1 Phonic Desk Strips (Available in Cursive or Foundation fonts.), Am I ready to handwrite? (poster) and Getting A Grip On Letters (Available in Cursive or Foundation fonts.) Rapid recognition of remaining Stage 1 phonic patterns ar, or, ay, ai, oy, oi, ing, all, wh, qu. Primary teaching resource is Stage 1 Phonic Charts (To be used as flash cards.) Decoding and spelling of reminding phonic based words. Primary teaching resource is Stage 1 Single Word Decoding and Spelling Skills and Reading and Spelling With Final Stage 1 Phonics Explicitly instruct the phonic concepts ar, or, ay, ai, oy, oi, ing, all, wh and qu. All worksheets, dictation tasks, sight words, flash cards, spelling list words and classroom displays should reflect this phonic focus. In addition to the emergent literacy skills program, schedule an oral language skill development program (e.g. Developing Narrative Skills (6-8 Year Old Program) and 6 and 7 Year Old Comprehension Questions. End Of Year Screening Present the end of year spelling list: Stage 1 Spelling Placement Test found on pages 12 to 15 in the 2010 version of the Phonic and Sight Word Sequence. Year 1 teachers will be able to use this information for reporting to parents. The test results can be handed across to the Year 2 teacher in preparation for the next school year as the screen identifies those students who still require further instruction on Year 1 phonics, spelling and reading concepts and those who have attained these skills and are ready for Year 2 phonics, spelling and reading concepts. PLD Organisation Pty. Ltd. Implementation Process (January 2011) 6

7 Implementation Process (January 2011) - PLD Learning Resources Order Form ABN Post orders to: PLD Learning Resources,160 Stirling Highway, Nedlands WA 6009, Australia or Fax: +61 (08) Tel: +61 (08) mail@pld-literacy.org See the full PLD resource range at Term CODE QTY PRODUCT DESCRIPTION ISBN UNIT PRICE TOTAL K PP Year 1 CCst Syllable Time. A Phonological Awareness Program $69.00 CCrt Rhyme Time. A Phonological Awareness Program $69.00 CCpfa Preparing for the Alphabet. A Phonemic Awareness Program $85.00 Mpw *Pre-Writing Patterns $75.00 Whole Year Programs Mhu4 *Hands Up...to preventing handwriting difficulties $85.00 Mcs *Developing Cutting Skills $75.00 Screening Tools Spre The Pre-Literacy Screen. Profiling the precursors of the Alphabet, Reading and Spelling $65.00 Term 1 CCpfa Preparing for the Alphabet. A Phonemic Awareness Program $85.00 CCpfr Preparing For Reading. A Phonemic Awareness Program $85.00 CCalc Alphabet the Multi-sensory Way! (Cursive Font Version) $59.00 CCal Alphabet the Multi-sensory Way! (Foundation Font Version) $59.00 From Mprdsc Mprdsf *Pointing In The Right Direction...to letter formation. Supplement to Mprd (code) - Cursive Font Version *Pointing In The Right Direction...to letter formation. Supplement to Mprd (code) - Foundation Font Version $ $55.00 CCpfs Preparing For Spelling. A Phonemic Awareness Program $85.00 Bal Alphabet Letter Sounds, Games and Worksheets $65.00 Whole Year Program Mprd *Pointing In The Right Direction...to preventing handwriting difficulties $95.00 Screening Tools Spre The Pre-Literacy Screen. Profiling the precursors of the Alphabet, Reading and Spelling $65.00 Bcvc Reading and Spelling Regular CVC Words - Stage $75.00 Term 1 Mggc *Getting A Grip On Letters (Cursive Font Version) $95.00 Mggf *Getting A Grip On Letters (Foundation Font Version) $95.00 From Term 1 Bsw1 Stage 1, Single Word Decoding and Spelling Skills $75.00 Bph1 Reading and Spelling With Early Stage 1 Phonics $75.00 From CHph1 Stage 1 Phonic Charts $42.00 Bblends Blends, Reading and Spelling CCVC and CVCC Words - Stage $75.00 Bph2 Reading and Spelling With Final Stage 1 Phonics $75.00 Whole Year Program Md1 Stage 1 Phonic Dictation $75.00 Screening Tools Searly Early Literacy Screening Tools Profiling Early Reading and Spelling Skills * Indicates the resources that are from PLD s Skill Set 2: Perceptual Motor $65.00 Total $ Your Name: Charge To: Address: Post Code: Date: Phone No: Purchase Order No: Personal orders, attach a cheque or enter your credit card details. Credit Card No. Visa Mastercard Expiry Date: / Cardholder s Name: Add 10% GST $ Plus Freight and Handing $ TOTAL PAYABLE $ Packaging and Delivery The following scale of charges apply anywhere in Australia. (Includes GST) Order Value Delivery Up to $ $12.50 $151 - $ $24.50 $301 - $ $34.00 $600 - $ $44.00 Over $ Free Overseas Orders... 20% of Invoice PLD Organisation Pty. Ltd. Implementation Process (January 2011) 7