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UnT4

Comprehension reads and views simple texts with adult support (see Text complexity) demonstrates understanding of a range of texts read by adults makes relevant comments or asks relevant questions to demonstrate understanding of the text makes connections …

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 …

GrA3

Whole text level sequences sentences to reflect a logical flow of ideas uses common cohesive devices such as simple pronoun reference when the referent is close to the pronoun (I have a bird. It can talk.) uses basic text connectives repetitively …

PoL1

Position to self locates positions in the classroom relevant to self (hangs bag on own hook, puts materials in own tray) orients self to obtain a desired object follows simple instructions using positional language (stand up, sit down, put your lunch …

UnC3

Fairness identifies all possible outcomes from simple experiments explains that 'fairness' of chance outcomes is related to the equal likelihood of all possible outcomes identifies unfair elements in games that affect the chances of winning (having …

IRD3

Interpreting data scales interprets categorical data using a many-to-one graphical display as well as simple histograms and stacked dot plots explains how data displays can be misleading (whether a scale should start at zero) interprets data displayed …

CrT6

Crafting ideas writes for a range of purposes (to recount a personal experience, to observe and describe, to provide a reason why, to express thoughts and feelings about a topic) writes four or more sequenced and clearly connected ideas includes …

GrA5

Whole text level uses cohesive devices (word groups – repetition, synonyms and antonyms; signposting devices – headings and subheadings; text connectives – however, on the other hand, therefore) uses well-structured paragraphs with topic sentences Sentence …

LiS3

listens actively to short texts consisting of a few sentences recalls one or two ideas responds to simple statements, commands or questions uses a small range of listening strategies (asking what, when, why questions about a text they have listened …

InT4

interacts to extend and elaborate ideas in a discussion (provides an additional example) presents simple ideas clearly in group situations actively encourages or supports other speakers shows awareness of discussion conventions (uses appropriate …

GrA2

writes sentence fragments or short, simple sentences using subject-verb and subject-verb-object structure (I play soccer) Group and word level uses regular plural nouns correctly (dog, dogs) represents processes using a small range of verbs (relating …

SpG7

uses morphemic word families to spell words (small, smaller) writes more difficult, unfamiliar words phonetically, with all phonemes represented (enjin for engine) spells words with learnt digraphs (that) spells words with learnt long vowel sounds …

GrA6

Whole text level uses cohesive devices to alert the reader about how the text is unfolding (foreshadowing the key points at the beginning, reinforcing the key points with topic sentences, and linking back to key points in the conclusion) Sentence …

SpK3

makes short presentations using a few connected sentences, on familiar and learnt topics (retells a familiar story or describes a process) speaks audibly and clearly to a familiar audience (own class) uses some extended sentences organises key ideas …

Curriculum Types

Progression Elements