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
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 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
FlY2
reads decodable texts by phrasing two words at a time with some attention to expression
FlY2 | Fluency | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
GrA4
Whole text level uses time connectives to sequence ideas and events (first, then, next, after) groups related ideas into paragraphs Sentence level writes simple sentences correctly writes compound sentences to make connections between ideas using …
GrA4 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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 …
GrA2 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG11
writes irregular plurals correctly (mice) spells words with less common silent letters correctly (caught, debt) explains how the spellings and meanings of some words have changed over time explains how words are spelt using a combination of strategies …
SpG11 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpK2
retells personal events and experiences to peers and known adults shares feelings and thoughts (about the events and characters in text) retells key details or points from a text viewed or heard uses appropriate or mainly appropriate word order uses …
SpK2 | Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpK5
delivers sustained spoken texts on a broad range of learning area topics includes details and elaborations to expand ideas uses connectives to signal a change in perspective (however, although, on the other hand) or to show causal relationships (due …
SpK5 | Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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 …
GrA5 | Grammar | Writing | 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
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
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 level selects …
GrA6 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
GrA7
Whole text level uses a wide range of cohesive devices such as text connectives that link sentences and paragraphs, and patterns of meaning (part–whole, class–subclass, compare–contrast, cause and effect) Sentence level crafts both compact and lengthy …
GrA7 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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 a simple …
CrT6 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources