Phonic knowledge and word recognition description
This sub-element describes how a student becomes increasingly proficient at using letter-sound relationships and visual knowledge as code-breaking skills. Phonic knowledge and word recognition are among the range of resources students use as they read …
Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How does the literacy progression cater to students for whom English is an additional language or dialect?
The Shape of the Australian Curriculum describes ACARA’s commitment to supporting equity of access to the Australian Curriculum for all students. As part of this commitment, ACARA developed Student diversity advice and the English as an Additional Language …
How does the literacy progression cater to students for whom English is an additional language or dialect? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Literacy learning area advice
The learning area advice resources can assist teachers in providing an illustration of how the progressions may be used in learning areas, other than Mathematics and English, to support students’ literacy and numeracy development. They provide authentic …
Literacy learning area advice | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
What is the focus of the literacy progression?
Literacy development influences student success in many areas of learning at school. The progression can be used to support students to successfully engage with the literacy demands of the Foundation to Year 10 Australian Curriculum. The National Literacy …
What is the focus of the literacy progression? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How is the literacy progression structured?
Elements and sub-elements The National Literacy Learning Progression has three elements that reflect aspects of literacy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements, which align …
How is the literacy progression structured? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How can the literacy progression be used?
The National Literacy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …
How can the literacy progression be used? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT11
Generic indicators spells a range of challenging words correctly (see Spelling)
CrT11 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT10
Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of sentence …
CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
HwK3
correctly forms most lower-case letters correctly forms some upper-case letters writes or types a few words uses numeral keys
HwK3 | Handwriting and keyboarding | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT9
Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …
CrT9 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PuN4
uses commas in lists of nouns (add the sugar, lemon, water and juice) uses apostrophes for regular single possessives (girl’s) capitalises key events, geographic names, titles (Easter, Sydney, Ms)
PuN4 | Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
LiS6
responds to texts with unfamiliar content identifies main ideas of a spoken text using supporting details identifies purpose and intended audience of a spoken text infers meaning from texts that contain features such as music and environmental sounds asks …
LiS6 | Listening | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InT3
actively listens to stay on topic in a small group discussion joins in small group and whole-class discussion asks relevant questions for clarification or to find out others’ ideas (What do you think about that?) takes turns as speaker and listener interacts …
InT3 | Interacting | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG14
monitors spelling in own texts and makes appropriate corrections uses spelling knowledge and spelling resources to attempt complex, unfamiliar words (photosynthesis) explains how spelling is used creatively in texts for particular effects (characterisation …
SpG14 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT1
Crafting ideas conveys messages through actions or talk (see Speaking) shares information in different ways (uses illustrations, icons and images; innovates on familiar texts through play) observes others writing with interest and attention (asks …
CrT1 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpK6
speaks on a range of real or imagined topics that include ideas or concepts from learning areas organises more complex ideas or concepts logically, selecting details to accentuate key points speaks audibly and coherently to a less familiar audience …
SpK6 | Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PKW2
identifies pictures, words, spaces between words and numerals in texts (points to/indicates pictures, words and spaces around words in a continuous text) reads aloud some familiar words and identifies them in environmental print (classroom labels, …
PKW2 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
HwK4
correctly forms all letters uses spaces between handwritten words positions letters and words on a line demonstrates keyboarding skills by typing short letter clusters and short common words as single units (er, ing, the, my) types using spaces …
HwK4 | Handwriting and keyboarding | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT4
Crafting ideas talks about the purpose and audience of familiar imaginative and informative texts writes one or more ideas which are not necessarily related, using sentence fragments (labels a drawing) writes texts in different forms (lists, story) combines …
CrT4 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT3
Crafting ideas expresses an idea drawing on familiar experiences and topics using attempted words and pictures experiments with familiar texts to achieve intentional purposes (birthday card or list) Text forms and features writes from left to …
CrT3 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources