Fluency description
This sub-element describes how a student becomes increasingly faster, smoother, more accurate and expressive in their reading aloud of progressively complex print texts. At higher levels of the progression, students demonstrate comprehension of a text …
Fluency | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Punctuation description
This sub-element describes how a student becomes increasingly proficient using punctuation to ensure clarity and ease of reading in the texts they produce. As students write more complex and technical texts they will use increasingly complex punctuation …
Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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
Understanding texts description
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. …
Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Creating texts description
The Creating texts sub-element describes how students become increasingly proficient at creating texts for an increasing range of purposes. Students’ writing moves from representing basic concepts and simple ideas to conveying abstract concepts and complex …
Creating texts | Writing | 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 related to the Australian Curriculum?
Literacy skills are explicit in the Australian Curriculum: English. However, literacy is strengthened, made specific and extended in other learning areas. Literacy enables students to access, understand, analyse and evaluate information, make meaning, …
How is the literacy progression related to the Australian Curriculum? | 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
CrT8
Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells some …
CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
LiS5
listens to texts to engage with learning area content recalls specific information from a learning area text attends to sequence when recounting ideas listens to a familiar story and retells, making minor adaptations if needed selects appropriate …
LiS5 | Listening | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG13
spells a range of challenging words with less common letter groupings (naive, cadence) spells words with less common prefixes and suffixes (im-precise, employ-ee) spells less common plurals (foci) explains how spelling can be a support to both reading …
SpG13 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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 …
UnT4 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT10
Comprehension reads and views moderately complex or some sophisticated texts (see Text complexity) interprets abstract or more remote content analyses visual text to identify point of view recognises layers of meaning synthesises information from a variety …
UnT10 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT11
Comprehension reads and views sophisticated texts (see Text complexity) interprets symbolism in texts, providing evidence to justify interpretation derives a generalisation from abstract ideas in texts critically evaluates the use of visual elements …
UnT11 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT7
Comprehension reads and views predictable texts and some moderately complex texts (see Text complexity) identifies the main idea in a predictable text identifies the purpose of predictable texts and moderately complex texts monitors the development of …
UnT7 | Understanding texts | Reading and viewing | 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
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