Teaching Literacy Through a Structured Approach PLD Opportunity

Programme overview

  • Session one:
    An introduction to the Science of Learning and the elements and principles of a structured literacy approach.

    Session two: Building kaiako knowledge of the theoretical frameworks of reading and for the teaching of reading and spelling.

    Session three:
    Exploring the teaching of orthography and morphology. Unpacking the principles of effective instruction.

  • Session one: Unpacking oral language, vocabulary, and comprehension through a structured literacy approach.

    Session two: Building kaiako knowledge of the theoretical frameworks of writing. Exploring fluency and sentence instruction in the classroom.

    Session three: Using assessment tools to determine next teaching steps.

  • Your Communities of Practice (COPs) will be delivered via an online platform. You will receive an email invitation with access details after your Day 2 workshop.

  • Session one: Unpacking the essentials of a literacy plan. What a structured literacy approach looks like in the classroom.

    Session two: How to implement and plan a structured approach to literacy using the principles of effective instruction.

    Session three: Unpacking assessment data and how to notice, recognise, and respond.

    Reflection and goal setting.

Register your interest

The Tātai Angitu facilitation team is approved to provide structured literacy PLD in years 0-8. Tātai Angitu are thrilled to build on the success they have had working with schools across Aotearoa NZ with the 0-3 SL PLD.

Tātai Angitu deliver face to face Day 1 and 2 and Day 3.

Community of practice workshops are delivered via a dedicated online classroom. Every participant chooses, from a huge range of one hour workshops, a mix of sessions that best suits their needs.

The Tātai Angitu Approach

  • Supports kaiako to build knowledge and practice for a structured literacy approach across the school, years 0-8.

  • Builds on foundational code knowledge, advancing into complex spellings and morphology for decoding and spelling multisyllabic words.

  • Builds vocabulary knowledge through morphology and word meanings, based on words from popular texts used in classrooms across levels.

  • Builds sentence knowledge for comprehension and writing using a method developed by our team and successfully implemented in classrooms.

  • Builds knowledge of paragraphs and whole texts so students can successfully read and write longer forms.

A teacher only online classroom

Customise your learning journey

Part of your commitment to being part of the Tātai Angitu I Massey University SLA Programme is your attendance and participation in eight Community of Practice (CoP) sessions over 9 months. Sessions are held in a dedicated online classroom housed within the School Kit Network (The School Kit Squad). You will need to join the network to participate in the sessions.

With over 40 different Tātai Angitu CoP sessions available, participants are enabled to take agency for their own professional learning. The online classroom allows each participant to select a variety of sessions that match areas where they may feel unsure, where they personally feel they require extension or where they are seeking further clarity.

Tātai Angitu has been providing high quality education sector professional services throughout Aotearoa New Zealand and internationally for many years.  We are grounded in three core strands: education, efficacy and enterprise.

Our core business offers high quality sector-facing professional learning, development and support for all levels.  By actively linking knowledge with opportunities and needs, we support achievement of enhanced outcomes for kaiako and leaders in schools, and ultimately seek to impact learner outcomes.

Experienced Facilitators

Tātai Angitu’s team of experienced facilitators have developed materials that support schools to understand literacy teaching across the 0-8 years in reading and writing. The materials build on the success of their work in schools across the country using evidence-informed and research-based methods.

  • Christine Braid

    Christine has been teaching for over 40 years and involved in teacher education with Massey University since 1997. Christine has specialised in literacy and literature with extra study, such as a Diploma of Children's Literature, a M.Ed where she focused on children's literature, and a PhD where she focused on literacy teaching in the first years of school.

  • Jamie Worthington

    Jamie has 10 years teaching and leadership experience in mainstream and bilingual primary, intermediate and secondary school classrooms. Jamie has a genuine love for teaching and learning and relishes in supporting ākonga and kaiako to grow, evolve and learn. Jamie is passionate about fostering positive and inclusive classroom environments.

  • Kerri Satherley

    Kerri has over 12 years in classroom experience in primary education and has been involved in school leadership. This experience has given Kerri a deep understanding of the needs within a busy and complex New Zealand classroom. Kerri believes quality literacy teaching is one of the biggest challenges of equity in our schools.

  • Micaela Bonnar

    Micaela has taught in Year 0-6 classrooms across Auckland & Waitakere cities since 2011, including several leadership roles. Micaela is trained in structured literacy through the Institute of Multi-sensory Structured Language Education and works as a private literacy tutor alongside her role as a Literacy Facilitator with Literacy@Massey.

  • Claire Knight

    Claire is a passionate educator with over 20 years of experience in primary education, dedicated to supporting teachers and empowering students—especially those who struggle with learning. As an accredited literacy facilitator, former RTLB, and DP, Claire has worked extensively with schools to develop structured literacy programs.

  • Sarah Etchells

    Sarah has been teaching since 1989 starting with new entrants in Manchester. Sarah has been a school leader, SENCO, RTLB and RTLit. Sarah’s learning journey is ongoing. The goal remains the same: close the literacy equity gap so the majority of students are successfully reading and writing for their age when they leave school.