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Last updated 21 November 2016 19:58 by
NZTecAdmin
Additive Strategies progression
Multiplicative strategies progression
Proportional reasoning progression
Number sequence progression
Place value progression
Number facts progression
Counting on and back
Learners develop their understanding of addition and subtraction by counting on in ones to solve problems.
Skip-counting
Learners develop their understanding of multiplication by skip-counting in twos, threes and fives to solve simple problems.
Numbers to 100
Learners order, read and write numbers to 100.
Introducing place value
Learners develop the understanding that our number system is based on the number 10.
Addition and subtraction facts
Learners develop strategies that will help them remember and recall the basic addition and subtraction facts.
Addition and subtraction strategies 1
Learners develop addition and subtraction mental partitioning strategies for two-digit by one-digit problems.
Understanding multiplication
Learners use already-known multiplication facts to develop quick recall of unknown facts.
Deriving multiplication and division facts
Learners extend their repertoire of multiplication and division facts by using already-known facts to derive unknown facts.
Understanding fractions 1
Learners develop an understanding of fractions by cutting, naming and ordering strips of paper.
Whole number place value
Learners extend their understanding of place value by adding and subtracting 1, 10, 100 and 1,000 from whole numbers.
Introducing place value
Learners develop the understanding that our number system is based on the number 10.
Understanding multiplication
Learners use already-known multiplication facts to develop quick recall of unknown facts.
Deriving multiplication and division facts
Learners extend their repertoire of multiplication and division facts by using already-known facts to derive unknown facts.
Multiplication and division facts
Learners develop strategies that will help them remember and recall the basic multiplication and division facts.
Addition and subtraction strategies 2
Learners will use number lines to develop a variety of addition and subtraction partitioning strategies for multi-digit problems.
Division strategies
Learners develop mental strategies for solving division problems with single-digit divisors.
Multiplication strategies
Learners develop mental strategies for solving multiplication problems with single-digit multipliers.
Fractions of numbers 1
Learners develop an understanding of how to find a fraction of a whole number where the answer is also a whole number.
Ratios 1
Learners develop an understanding of simple ratios and learn to identify ratios for given quantities as well as quantities for given ratios.
Understanding fractions 3
Learners develop their understanding of fractions by cutting and sharing strips of paper.
Understanding fractions 2
Learners order unit fractions using strips of paper.
Estimating facts
Learners apply their basic multiplication facts to problems involving multiples of tens, hundreds, thousands.
Adding decimals
Learners use strategies, traditional written methods and calculators to solve addition problems that contain decimal fractions.
Subtracting decimals
Learners use strategies, traditional written methods and calculators to solve subtraction problems that contain decimal fractions.
Dividing options
Learners use strategies, traditional written methods and calculators to solve division problems.
Multiplying options
Learners use strategies, traditional written methods and calculators to solve multiplication problems.
Fractions of numbers 2
Learners develop an understanding of how to find a fraction of a whole number where the answer may also be a fraction.
Ratios 2
Learners develop an understanding of more complex ratios and explore the relationships between related ratios.
Connecting percentages decimals and fractions
Learners explore the connections between percentages, decimals and fractions.
Decimal number place value
Learners develop their understanding of the place value system to include the decimal numbers tenths, hundredths and thousandths.
Connecting percentages decimals and fractions
Learners explore the connections between percentages, decimals and fractions.
Decimal number place value
Learners develop their understanding of the place value system to include the decimal numbers tenths, hundredths and thousandths.
Dividing with decimals
Learners use estimation strategies and calculators to solve division problems involving decimals.
Multiplying with decimals
Learners use estimation strategies and calculators to solve multiplication problems involving decimals.
Rates and proportions
Learners apply their understanding of ratios to rates and proportion problems.
Additive Strategies progression
Multiplicative strategies progression
Proportional reasoning progression
Number sequence progression
Place value progression
Number facts progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
solve addition and subtraction problems by counting all of the objects.
solve multiplication problems by counting all the objects.
the sequence of numbers, forwards and backwards, to at least 20.
addition facts with sums of 5 or 10 and the decade facts.
solve addition and subtraction problems by counting on or counting back, using ones and tens.
solve multiplication problems by skip-counting, often in conjunction with one-to-one counting and often keeping track of the repeated counts by using materials (for example, fingers) or mental images.
find a fraction of a set by using equal sharing.
the sequence of numbers, forwards and backwards, to at least 100
how to skip-count in twos, fives and tens to 100.
10 as a counting unit, the tens in numbers to 100 and the place values of digits in whole numbers up to 100.
basic addition and subtraction facts up to 10 + 10.
solve two-digit by one-digit addition and subtraction problems mentally, using partitioning strategies.
solve single-digit multiplication and division problems mentally, using known multiplication facts and repeated addition.
the sequence of numbers, forwards and backwards, to at least 1,000
the number that is 1, 10 and 100 before or after a given number in the range 0–1,000
how to skip-count in twos, threes, fives and tens to 1,000
how to order fractions with like denominators.
the tens and hundreds in numbers to 1,000 and the place values of digits in whole numbers up to 1,000.
basic multiplication and division facts up to 10 x 10.
solve multi-digit addition and subtraction problems, using partitioning strategies
or alternatively
justify the reasonableness of answers to problems solved, using a calculator or algorithm.
solve multiplication and division problems with single digit multipliers or divisors mentally, using partitioning strategies and deriving from known multiplication facts.<
use known multiplication and division facts to find fractions of a whole number.
the sequence of numbers, forwards and backwards, by ones, tens, hundreds and thousands, to a million
how to give the number 1, 10, 100 or 1,000 before or after a given number in the range 0–1,000,000
the sequence of decimal numbers in tenths and hundredths
how to order unit fractions.
how many tens, hundreds and thousands
that 10 tenths make one whole.
basic multiplication facts with tens,
fraction and decimal groupings that make 1.
solve addition and subtraction problems involving decimals and integers, using partitioning strategies
or alternatively
justify the reasonableness of answers to problems solved, using a calculator or algorithm.
solve multiplication or division problems with multidigit whole numbers, using partitioning strategies
or alternatively
justify the reasonableness of answers to problems solved, using a calculator or algorithm.
use multiplication and division strategies to solve problems that involve simple equivalent fractions and simple conversions between fractions, decimals and percentages.
the sequences of integers, fractions, decimals and percentages, forwards and backwards, from any given number.
how many tenths, hundredths and thousandths are in any number, including decimal numbers
how to convert percentages to decimals and vice versa
what happens when a whole number or decimal is multiplied or divided by a power of 10.
common factors of numbers up to 100
fraction, decimal and percentage conversions for halves, thirds, quarters, fifths and tenths
the convention for exponents.
solve addition and subtraction problems involving fractions, using partitioning strategies
or alternatively
justify the reasonableness of answers to problems solved, using a calculator or algorithm.
solve multiplication or division problems with decimals, fractions and percentages, using partitioning strategies
or alternatively
justify the reasonableness of answers to problems solved, using a calculator or algorithm.
use multiplication and division strategies to solve problems that involve proportions, ratios and rates.
Listen: Vocabulary progression
Listen: Language and Text Features progression
Listen: Comprehension progression
Listen: Listening Critically progression
Speak: Vocabulary progression
Speak: Language and Text Features progression
Speak: Using Strategies to Communicate progression
Interactive Listening and Speaking progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
have a listening vocabulary of common nouns, verbs and familiar phrases they understand
identify words and phrases in running speech.
understand short conversations and other simple spoken language that uses formulaic expressions and simple structures.
listen for the gist or for specific information in simple speech in very familiar situations
ask for repetition or a change of pace if necessary
make connections with their own knowledge to improve their understanding.
have some awareness of people’s different purposes for speaking
be aware that all speakers have a perspective (point of view).
use a range of words, formulaic expressions and familiar phrases related to everyday topics and personal experiences.
take part in short spoken conversations and speak by themselves using formulaic phrases and simple structures.
communicate information and thoughts in familiar, predictable situations.
respond to and use simple formulaic expressions in spoken language.
identify words and phrases and understand many of the words in fast speech
be aware that many words may have more than one meaning and notice when a word is used with an unfamiliar meaning.
understand spoken conversations and other simple spoken language that uses some complex structures
understand spoken conversations and other simple spoken language even when the speakers pause, repeat themselves, or make false starts.
listen for the gist or for specific information in some connected discourse on familiar topics
have an awareness of what to do and how to do it when comprehension breaks down
use some comprehension strategies.
recognise the purposes and possible uses of different kinds of connected discourse6
have some awareness of their own purposes for listening.
have a limited vocabulary that includes words and phrases related to common, everyday topics and personal experiences
choose appropriate vocabulary (including polite forms of words and expressions) for different contexts and audiences.
take part in spoken conversations and use a few oral text types, such as simple instructions and descriptions
speak using some complex phrases and structures.
select and communicate information, ideas and thoughts, using appropriate words and phrases with some fluency on very familiar topics
monitor and modify speech to improve the clarity and effectiveness of the communication.
respond to and use skills and appropriate language to manage simple interactions and negotiate meaning
respond to and use some non-verbal methods to monitor the effectiveness of interactive communication
have an awareness of the conventions for taking part in interactions in familiar social and cultural settings, for example, during telephone conversations.
have a listening vocabulary of everyday words and some less common words
understand when a speaker uses simple figurative language, such as metaphor, symbolism or irony, for effect
identify the connotations (common associations) of familiar words.
listen for the gist or for specific information in more complex discourse
use a range of comprehension strategies
use knowledge of what to do and how to do it when comprehension breaks down
understand discourse on familiar topics.
think critically about the ideas and language as they listen, in order to understand, evaluate and respond appropriately and meet the listening purpose
use strategies to compare and evaluate information and ideas.
have an extended vocabulary that relates to familiar topics and personal experiences
have a knowledge of the collocations (words that commonly go together) of many words
be able to use some words and phrases with figurative as well as literal meanings
choose appropriate vocabulary for different contexts and audiences.
select and communicate information, ideas and thoughts, using appropriate vocabulary, expressions and grammar fluently and coherently on less familiar topics
use appropriate gestures, tone, pace and intonation to improve communication.
respond to and use more sophisticated skills and appropriate language to monitor and improve the effectiveness of interactions
respond to and use variations in tone of voice, intonation and stress (for example, the stress placed on specific words or sentences)
recognise and use the vocabulary and other language features that mark the register appropriate to the topic, audience and context.
have a listening vocabulary that includes some general academic words and some specialised words.
understand more complex spoken conversations and other simple discourse including some less-familiar oral text types
recognise the language features used to establish coherence in such discourse.
understand discourse on less familiar topics.
think about underlying meanings in order to understand not only the sense of the words but also the intent of the speaker.
have an extended vocabulary that includes some general academic and some specialised words.
use complex sentence structures and more complex language features to express a point of view in spoken conversations and in using more complex oral text types
use appropriate language features to establish coherence in connected discourse.
use a range of strategies to select, organise and communicate information, ideas and thoughts in extended discourse on a range of unfamiliar topics in a variety of contexts
monitor and modify speech to clarify or obscure a particular point of view, attitude, bias or agenda.
understand discourse on a range of topics beyond everyday contexts and immediate experiences
listen for the gist or for specific information in a wide range of oral texts
use comprehension strategies selectively and flexibly
use a range of strategies when comprehension breaks down in different listening situations.
use strategies to analyse ideas and information and to consider meaning critically
evaluate the truth, relevance, or usefulness of information in relation to the speaker’s (or the listener’s) purpose.
have an extended vocabulary that includes words related to work, personal, community, social and academic contexts.
use complex sentence structures and extend their use of language features to achieve particular purposes.
use a range of strategies to select, organise and communicate information, ideas and thoughts in extended discourse on a range of unfamiliar topics in a variety of contexts
monitor and modify speech to clarify or obscure a particular point of view, attitude, bias or agenda.
respond to and use appropriate skills and language to manage interactions in an increasing range of formal and informal settings
respond to and use variations in tone of voice, intonation and stress
respond to and use an awareness of the rules for taking part in interactions in a wide range of familiar and unfamiliar work, academic, social, community and cultural contexts.
have a listening vocabulary that includes many general academic words and specialised words
understand when a speaker uses more complex figurative language, for example, by talking about the Earth as if it were a woman (personification)
understand when a speaker uses, for effect, words that have particular connotations.
recognise language features in complex extended discourse and understand the ways in which speakers use these features to achieve a purpose.
understand discourse on a range of unfamiliar topics in a variety of contexts.
use a wide range of strategies to reflect critically on purpose and meaning
evaluate a speaker’s point of view, attitude, bias or agenda
have an understanding of the methods that speakers can use for specific purposes.
Listen: Vocabulary progression
Listen: Language and Text Features progression
Listen: Comprehension progression
Listen: Listening Critically progression
Speak: Vocabulary progression
Speak: Language and Text Features progression
Speak: Using Strategies to Communicate progression
Interactive Listening and Speaking progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Managing interactions
Learners are given opportunities to learn about their own strengths and needs in work, social or community interactions, and use discussions and role plays to increase their skills.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Listening for vocabulary
Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening for vocabulary
Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Verb tenses
Learners identify areas of confusion and are taught simple rules and exceptions about tenses.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Elaborating Learners
explore ways in which they can add precision, interest and clarity to their speech.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Greeting, meeting and parting
Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Managing interactions
Learners are given opportunities to learn about their own strengths and needs in work, social or community interactions, and use discussions and role plays to increase their skills.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Listening for vocabulary
Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening for vocabulary
Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Elaborating
Learners explore ways in which they can add precision, interest and clarity to their speech.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Managing interactions
Learners are given opportunities to learn about their own strengths and needs in work, social or community interactions, and use discussions and role plays to increase their skills.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Listening for vocabulary
Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
>Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Listening for details
Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Listening for vocabulary
Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Using signpost words (discourse markers)
Learners explore the words (discourse markers) used to indicate different parts of a spoken text.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Asking questions
Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Using formal and informal language
Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.
Using notes to speak
Learners are taught strategies they can use as they prepare to speak on a topic.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Taking turns
Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Building on prior knowledge
Learners use prior knowledge before, during and after listening to help them focus on and understand the talk.
Listening and discussing
Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
Listening critically
Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.
Recognising the impact of words
Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.
Retelling, summarising
Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold.
Sequencing a process
Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.
Preparing Data for Analysis progression
Analysing Data for Interpretation progression
Interpreting Data to Predict and Conclude progression
Probability progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
sort objects according to their attributes, organise data about the objects and represent data, using concrete objects or pictures.
describe parts of the data and the set of data as a whole to determine what the data show.
identify all possible outcomes in situations involving simple (single-stage) chance
use words to describe the likelihood of particular outcomes (events).
sort and organise category data and represent it, using tables, pictographs and bar graphs.
describe the general features of a data set.
make sensible statements based on the general features of a data set.
use fractions to express the probability of events
recognise uncertainty in simple (singlestage) chance situations.
sort, organise and represent data, using tables and graphs such as line plots, bar graphs and line graphs
recognise the differences involved in representing category and numeric data.
describe the shape and important features of a sample data set (considering especially median and range)
compare two or more samples.
draw conclusions and make predictions, based on evidence from the data.
use relative frequency to provide an estimate of the probability of an event
use fractions, ratios and percentages to express probabilities
compare the results of trials or observations with expectations based on models.
determine the probabilities in simple multi-stage probability situations
apply the law of large numbers to probability situations.
sort, organise, clean and represent multi-variate data, making appropriate use of histograms, stem-and-leaf plots, box plots (box-and-whisker diagrams) and scatter plots
graph time-series data.
find, use and interpret measures of centre and spread, including mean and interquartile range.
use observations based on samples to make conjectures about the populations from which the samples were taken.
determine the probabilities in more complex multi-stage chance situations
apply the notion of ‘expected value’ to probability situations.
Preparing Data for Analysis progression
Analysing Data for Interpretation progression
Interpreting Data to Predict and Conclude progression
Probability progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Describing likelihood Learners develop an understanding of the words used to describe the probability or likelihood of events.
Sort, represent and interpret category data
Learners sort and organise category data and represent it on graphs.
Sort, represent and interpret category data
Learners sort and organise category data and represent it on graphs.
Sort, represent and interpret category data
Learners sort and organise category data and represent it on graphs.
Understanding chance
Learners develop their concept of chance by discussing the likelihood of different events and use fractions to assign likelihoods to outcomes.
Sort, represent and interpret number data
Learners sort and organise number data and represent it on graphs.
Sort, represent and interpret number data
Learners sort and organise number data and represent it on graphs.
Sort, represent and interpret number data
Learners sort and organise number data and represent it on graphs.
Theoretical probability
Learners develop their understanding of the difference between theoretical and experimental probabilities.
Using frequencies to predict
Learners use the frequencies of outcomes to predict the likelihood that an event will occur, and learn that probabilities are not absolute predictors in the short run.
Theoretical probability
Learners develop their understanding of the difference between theoretical and experimental probabilities.
Using frequencies to predict
Learners use the frequencies of outcomes to predict the likelihood that an event will occur, and learn that probabilities are not absolute predictors in the short run.
Sample sizes
Learners develop an understanding of how sample size influences the accuracy of a survey.
Understanding the mean 1
Learners develop an understanding of the concept of a mean as a number that represents what all the data items would be if they were levelled out to be the same.
Understanding the mean 2
Learners develop an understanding of the concept of the mean as the ‘balance point’ of a set of data.
Understanding media reports that include statistical information
Learners develop the ability to interpret and critically analyse a media report that includes statistical information.
Fair games?
Learners explore issues related to gambling to further develop their concept of chance and to develop an understanding of expected value.
Lotto winners
Learners learn to use tree diagrams, organised lists and how to multiply probabilities to calculate the theoretical probability of winning Lotto.
Decoding
Vocabulary
Language and Text Features progression
Comprehension progression
Reading Critically progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
have a bank of sight words (words they recognise automatically)
use a few reliable strategies for decoding regularly and irregularly spelled everyday words in short, simple texts.
have a reading vocabulary of everyday words, signs and symbols.
understand that groups of words work together in meaningful units.
have some awareness of their purpose for reading
expect that texts will make sense
use strategies to read short, simple texts with support.
have some awareness of the different purposes of visual and written texts
be aware that all readers and writers have a perspective (point of view).
have a large bank of sight words
use several simple, reliable strategies for decoding everyday words in short texts with some fluency and accuracy
have some awareness of the accuracy of their decoding attempts.
have a reading vocabulary of everyday words that includes some compound words
have a knowledge of word families that enables them to increase their reading vocabulary
be aware that many words have more than one meaning and notice when a word is used with an unfamiliar meaning
have some understanding of the purposes of acronyms and abbreviations
know some everyday signs and symbols.
understand short, simple texts that are made up of simple sentences and compound sentences
understand how capital letters and full stops are used to show where sentences begin and end
recognise some common text types
recognise some common visual text forms.
use comprehension strategies to understand short, simple texts
use strategies to locate items of information in short, simple texts
have some awareness of what to do and how to do it when comprehension breaks down.
recognise the purposes, levels of meaning and possible uses of different forms and types of written and visual texts
use strategies to compare and evaluate information from different sources.
use more complex, reliable strategies for decoding most everyday words with fluency and accuracy.
have a reading vocabulary of everyday words and some less common words, acronyms and abbreviations
understand that some words and phrases can have figurative as well as literal meanings
have strategies for finding the meanings of unknown words, including a knowledge of how to find words in a dictionary and interpret definitions.
understand a variety of sentence structures and paragraph structures within more complex texts
be aware of how clauses can be combined and marked with commas, semicolons, or colons within complex sentences
understand how simple clauses can be elaborated by adding words and phrases
recognise the features and structures of a wider range of text types
be aware of a range of visual text forms that can be combined with or included in written texts.
use comprehension strategies to assist in understanding information or ideas in longer or more complex texts
use strategies to locate important information in texts
have an increasing awareness of what to do and how to do it when comprehension breaks down.
identify writers’ purposes and ways in which writers use ideas and language to suit their purposes
identify a variety of sources for specific information and use strategies to compare and evaluate information within or across different texts.
fluently decode more specialised words, including words of many syllables
monitor their reading for accuracy and sense.
have a reading vocabulary that includes some general academic words and some specialised words
understand how word families can be generated (based on roots, prefixes and suffixes) and use this understanding to extend their vocabulary.
use strategies to read an increasingly varied range of more complex texts for specific purposes
use strategies to locate, organise and summarise important information in texts
use strategies to gather and synthesise information from across a small range of texts
have increasing control over how they use comprehension strategies.
fluently decode more complex and/or irregular words, using strategies such as inferring the unknown from the known and analysing words (for example, by identifying morpheme patterns involving less common prefixes and suffixes)
decode most words automatically.
understand a variety of sentence structures and paragraph structures across a wide range of complex texts
understand that the information in well constructed paragraphs includes both general and particular information, for example, a paragraph may move from a claim to reasons justifying the claim
be aware of rhetorical patterns that are common to many text types, such as descriptions of cause and effect
recognise the features and structures of a wide range of text types, including some specialised text types such as instruction manuals.
use strategies to analyse ideas and information and to reflect critically on surface meanings and underlying meanings
evaluate the validity (truth) of information in relation to the writer’s purpose and/or the reader’s purpose.
decode unfamiliar words rapidly and automatically.
have a large reading vocabulary that includes general academic words and specialised words and terms.
select and integrate a wide range of comprehension strategies
have an awareness of how to use strategies and evaluate their effectiveness
use strategies to summarise and synthesise information across a wider range of more complex texts and for more complex purposes
integrate prior knowledge with new information within and across several different texts to deepen their understanding.
use strategies confidently to reflect critically on meaning
evaluate a writer’s point of view, attitude, bias or agenda
have an understanding of the language features used by writers for specific purposes.
Decoding
Vocabulary
Language and Text Features progression
Comprehension progression
Reading Critically progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Environmental print
Background information and teaching and learning ideas for using environmental print.
Teaching decoding: step 1
Ideas for teaching decoding at step 1 of the Read with understanding learning progression.
Word sort
Learners sort words chosen for relevance to a specific topic or context.
Environmental print
Background information and teaching and learning ideas for using environmental print.
High-interest words
Background information and teaching and learning ideas for using high-interest words.
Environmental print
Background information and teaching and learning ideas for using environmental print.
Print and word concepts
Background information and teaching and learning ideas for print and word concepts.
Identifying key words
Learners learn to identify key words in texts.
Interactive cloze
Learners use context clues in a sentence, paragraph or whole text to work out the meaning of unknown words and to read actively for meaning.
Asking questions
Learners generate and respond to questions to demonstrate that they have comprehended the text.
Shared reading (as an approach for teaching reading)
Learners are taught to use specific reading strategies.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Shared reading (as an approach for teaching reading)
Learners are taught to use specific reading strategies.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Teaching decoding: step 2
Ideas for teaching decoding at step 2 of the Read with understanding learning progression.
Word building (word families)
Learners decode unfamiliar words by identifying root words and exploring patterns.
Clines
Learners find out about shades of meaning between similar words by arranging words in a continuum.
Clustering
Learners organise sets of key words into specific groups in order to think about and discuss the meanings of words and the relationships between words.
Word and definition barrier activity
Learners practise matching words with definitions by using key words, recalling the definitions and checking their understanding.
Word maps
Learners brainstorm words that relate to a single focus word in order to extend vocabulary.
Word building (word families)
Learners decode unfamiliar words by identifying root words and exploring patterns.
Structured overviews
Learners understand key words and ideas and identify relationships between these words and ideas.
Navigating a text
Learners skim and scan a text to identify its structure, key ideas and some detail.
Brainstorming
Learners link what they read to what they know already.
Interactive cloze
Learners use context clues in a sentence, paragraph or whole text to work out the meaning of unknown words and to read actively for meaning.
Asking questions
Learners generate and respond to questions to demonstrate that they have comprehended the text.
Identifying main ideas
Learners match paragraphs of a text with a set of summary statements.
Skimming and scanning
Learners read more efficiently by getting a general idea of the text and where to find relevant information within it.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Shared reading (as an approach for teaching reading)
Learners are taught to use specific reading strategies.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Using 'comment codes'
Learners engage actively with the text and respond to the ideas presented.
Teaching decoding: step 3
Ideas for teaching decoding at step 3 of the Read with understanding learning progression.
Clines
Learners find out about shades of meaning between similar words by arranging words in a continuum.
Concept circles
Learners explain concepts (including the meanings of words), see connections between concepts and activate their background knowledge.
Pair definitions
Learners recall, then write, a definition of a word and find out how well the definition describes the intended word to another learner.
Predicting and defining new words
Learners predict and define key words they think will be in a text they have previewed.
Surveying language and text structure
Learners scan a text to get an overview of its organisation and clues to its content.
Navigating a text
Learners skim and scan a text to identify its structure, key ideas and some detail.
Asking questions
Learners generate and respond to questions to demonstrate that they have comprehended the text.
Identifying main ideas
Learners match paragraphs of a text with a set of summary statements.
Previewing and predicting text content
Learners preview a text in order to predict its likely content.
KWL activity
Identify what the learners want to know about the topic and identify what the learners find out in a text.
Reciprocal teaching of reading
Learners read a text section by section, pausing to use explicit strategies for comprehension.
Skimming and scanning
Learners read more efficiently by getting a general idea of the text and where to find relevant information within it.
Using three-level thinking guides
Learners reading for meaning at different levels and read critically.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Using three-level thinking guides
Learners reading for meaning at different levels and read critically.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Using 'comment codes'
Learners engage actively with the text and respond to the ideas presented.
Teaching decoding: step 4
Ideas for teaching decoding at step 4 of the Read with understanding learning progression.
Selecting relevant information
Learners make decisions about the relevance of information depending on the question and the purpose for reading.
Asking questions
Learners generate and respond to questions to demonstrate that they have comprehended the text.
Identifying main ideas
Learners match paragraphs of a text with a set of summary statements.
Previewing and predicting text content
Learners preview a text in order to predict its likely content.
KWL activity
Identify what the learners want to know about the topic and identify what the learners find out in a text.
Reciprocal teaching of reading
Learners read a text section by section, pausing to use explicit strategies for comprehension.
Skimming and scanning
Learners read more efficiently by getting a general idea of the text and where to find relevant information within it.
Using question dice
Learners develop ways of interrogating texts and develop confidence to do so.
Teaching decoding: step 5
Ideas for teaching decoding at step 5 of the Read with understanding learning progression.
Surveying language and text structure
Learners scan a text to get an overview of its organisation and clues to its content.
Shapes and Transformations progression
Location progression
Measurement progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
sort and describe objects by their shape attributes.
describe, name and interpret relative positions in space.
compare and order objects directly, using attributes of length, area, volume and capacity, weight, angle, temperature and time intervals in order to understand the attributes.
identify and describe plane shapes in objects
record the result of transformations (flips, turns and slides) on plane shapes.
give and follow instructions for movement that involve distance and directions.
use repetition of a single unit to measure length, area, volume and capacity, weight, angle, temperature and time.
create mental images of plane shapes
recognise and represent plane shapes in objects from different perspectives
predict and communicate the results of transformation (flips, turns, slides and/or scaling) on plane shapes.
define plane shapes and prisms by their spatial features
create and describe mental images of prisms, including cylinders
make two-dimensional representations of prisms (and vice versa)
describe the transformations (flips, turns, slides and/or scaling) that are used to map one object onto another.
use grid co-ordinate systems to specify locations and to describe routes.
select and use sensible units (both informal and standard or formal units) to measure length, area, volume and capacity, weight, angle, temperature, power and time
use common benchmarks to select appropriate methods for estimating measurements
carry out simple unit conversions within a measurement system.
define classes of plane shapes by their geometric properties and classes of solid shapes by their surfaces
use spatial visualisation to solve problems that involve surface area and volumes of prisms
describe sizes, positions and orientations of shapes under transformation (flips, turns, slides and/or scaling).
communicate and interpret locations, directions and distances, using bearings, grid references and scales.
select and use sensible units and tools and/or formulas to measure the side lengths, perimeters and areas of rectangles, circles and triangles to appropriate levels of precision
carry out conversions within a measurement system.
visualise three-dimensional objects and spaces from different perspectives and analyse their cross-sections
examine the congruence, similarity and line or rotational symmetry of objects, using transformations.
select and use sensible units and tools and/or formulas to measure surface areas and volumes of prisms, including cylinders, to appropriate levels of precision
carry out conversions within and between measurement systems.
Shapes and Transformations progression
Location progression
Measurement progression
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Understanding volume
Learners develop an understanding of volume as the number of cubic units needed to fill a solid shape.
Benchmarks for metres and centimetres
Learners develop their skill at estimating the length of objects in metres and centimetres.
Understanding area
Learners develop an understanding of area as the number of square units needed to cover a shape.
Time formats
Learners become familiar with expressing time in each of its three forms: analogue, 12 hour, and 24-hour digital.
Time conversions
Learners become familiar with converting from one unit of time to another.
Benchmarks for weight
Learners develop an understanding of weight and mass.
Benchmarks for capacity
Learners develop their skill at estimating the volume of containers in litres and millilitres by establishing personal benchmarks.
Benchmarks for capacity
Learners develop their skill at estimating the volume of containers in litres and millilitres by establishing personal benchmarks.
Fixed perimetre rectangles and area
Learners develop an understanding of how to calculate the area and perimeter of rectangles.
Fixed area rectangles and perimeters
Learners develop an understanding of how to calculate the area and perimeter of rectangles.
Connecting tonnes, kilograms and grams
Learners develop an understanding of the relative size of tonnes, kilograms and grams and the conversions between the units.
Connecting kilometres, metres, centimetres and millimetres
Learners develop an understanding of the relative size of metres, centimetres and millimetres and conversions between the units.
Circumferences
Learners develop an understanding of how to calculate the circumference of circles and cylinders.
Areas of circles
Learners develop an understanding of how to calculate the area of a circle.
Calculating volumes of regular 3D objects
Learners develop an understanding of how to calculate the volume of regular 3D objects.
Purpose and Audience
Spelling
Vocabulary
Language and Text Features
Planning and Composing
Revising and Editing
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
have a simple purpose for writing, with one or more goals related to the text content (what the text will say).
have a bank of high-frequency words they can write automatically and accurately
have in their spelling bank high-frequency words that have regular spelling patterns and irregular spelling patterns.
use a range of everyday, highly familiar words and phrases to write simple texts.
write single words and simple phrases to convey information in a readable draft
use a highly structured template or model to write a simple text on a very familiar topic.
use basic revision strategies, with support, to edit their writing in response to feedback.
have a large bank of words they can write automatically and accurately
use reliable strategies for spelling everyday words with some fluency and accuracy
have an awareness of the accuracy of their spelling attempts
use appropriate levelled dictionaries to check spelling attempts.
have a writing vocabulary that is adequate for communicating meaning in everyday writing tasks
add detail to simple sentences, for example, by adding an adjective to a noun.
be able to use basic grammar and punctuation to construct short, simple sentences and compound sentences
use punctuation effectively to show where sentences begin and end
know and use the basic features of some common text types and visual text forms.
write a short, comprehensible text using simple sentences, with support if necessary
use knowledge of text structure to identify and organise a limited number of ideas around a familiar topic.
review and revise their writing by making a few simple changes to the content, based on rereading and feedback
make simple corrections to grammar, spelling and punctuation
use electronic or print-based tools to help them identify and correct errors.
have purpose-related goals for writing and use them to help plan, compose and revise
begin to develop a sense of the audience (the reader) for whom they are writing.
use with confidence strategies for spelling most everyday words with fluency and accuracy
use word analysis to spell common three and some four syllable words (for example, hospital, information)
have an extended writing vocabulary related to their personal, work and community tasks
know about the connections between words, including collocations.
use effective sentence structures and more complex punctuation to write more complex sentences with detail and elaboration
write longer texts that flow well and make sense
have and apply a knowledge of the features and structures of a wider range of text types.
use simple planning strategies
use knowledge of text structure to organise a limited number of ideas in a few short, well-linked paragraphs with several supporting details and/or examples
write a simple, comprehensible text that conforms to an appropriate text type.
review their writing in terms of its appropriateness for the intended audience, its coherence and flow, the word choices, the sentence structure and the structure of the text as a whole
make several simple changes to improve the text’s coherence and the way the content is organised
proofread the text to correct the grammar, spelling and punctuation
use appropriate tools to aid proofreading.
have an audience in mind and consider the appropriateness of the choices that they make in relation to that audience.
use strategies to spell more specialised words, including words of many syllables, with fluency
use knowledge of how more complex words are built (prefix + Latin root + suffix) to spell more advanced words
monitor their writing for accuracy and sense.
have a specialised writing vocabulary related to a range of topics
know how to select vocabulary that is appropriate to the context
know that words can be formed based on roots, prefixes and suffixes, and use this knowledge to extend their writing vocabulary.
use multiple planning strategies
use knowledge of text types and their structures to select appropriate text forms and media for the purpose
write text with some fluency, using a limited variety of complex sentence structures and rhetorical patterns
use strategies to select and incorporate relevant information or ideas from one or more sources
have an awareness of voice and know how to adapt their writing to express the voice they choose to use.
have developed the ability to spell a wide range of unfamiliar, less familiar, or recently learnt words rapidly and accurately.
use complex sentence and paragraph structures across a wide range of complex texts
use a full range of punctuation and discourse markers to communicate meaning
structure longer texts by using paragraphs and sub-headings to present information and ideas effectively.
review the text to identify and address any problems, checking that the text meets its purpose and is likely to engage the intended audience
proofread the text using appropriate print or computer-based tools.
have a network of goals that relate to the purpose, the audience and the content
reflect on their purpose and audience as they compose and revise.
have an extensive writing vocabulary of everyday and specialised words that relate to a wide range of topics and contexts.
select from and use a range of tools (including computer tools) for overall planning and organisation
use their knowledge of text types, text structures and media to communicate information or ideas in the most effective ways
fluently write extended, coherent texts of various types with appropriate detail, using a variety of sentence and text structures.
review texts to identify and address problems, add detail, or modify the tone.
Purpose and Audience
Spelling
Vocabulary
Language and Text Features
Planning and Composing
Revising and Editing
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Most adults will be able to:
Using a shared approach to writing
Totor and learners contribute to the plan, the ideas, and the language of a text they construct together.
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Suggestions for teaching the writing process
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Suggestions for teaching spelling: step 1
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Phonological awareness
Information and teaching activities about the ability to hear and work with the sounds in words. This involves an awareness of the sounds that operates at different levels including whole word, syllable, onset–rime and, finally, phoneme.
Sound-letter relationships
Information and teaching activities about the relationships between sounds (or phonemes) and letters (or graphemes). This involves the connections between the sounds in words and the letters that are used to represent those sounds. Included are two other related concepts: the alphabetic principle and letter recognition.
Using a shared approach to writing
Totor and learners contribute to the plan, the ideas, and the language of a text they construct together.
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Word maps
Learners brainstorm words that relate to a single focus word in order to extend vocabulary.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Print and word concepts
Information and activities that refer to the rules, conventions and practices that govern the use of print and the written English language.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using writing frames
Learners use writing frames to support extended writing.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Word maps
Learners brainstorm words that relate to a single focus word in order to extend vocabulary.
Clines
Learners find out about shades of meaning between similar words by arranging words in a continuum.
Clustering
Learners organise sets of key words into specific groups in order to think about and discuss the meanings of words and the relationships between words.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Organising and linking ideas
Learners use a list of connective words and phrases to sequence and link a series of sentences and paragraphs.
Shared paragraph writing
Learners write together to work through the process of structuring content and selecting the most appropriate language.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using templates and acronyms
Learners focus on analysing the purpose for writing and constructing cohesive sentences and paragraphs.
Using writing frames
Learners use writing frames to support extended writing.
Shared paragraph writing
Learners write together to work through the process of structuring content and selecting the most appropriate language.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using templates and acronyms
Learners focus on analysing the purpose for writing and constructing cohesive sentences and paragraphs.
Using writing frames
Learners use writing frames to support extended writing.
Shared paragraph writing
Learners write together to work through the process of structuring content and selecting the most appropriate language.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Suggestions for teaching the writing process
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Suggestions for teaching spelling: step 3
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Clines
Learners find out about shades of meaning between similar words by arranging words in a continuum.
Pair definitions
Learners recall, then write, a definition of a word and find out how well the definition describes the intended word to another learner.
Concept circles
Learners explain concepts (including the meanings of words), see connections between concepts, and activate their background knowledge.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Organising and linking ideas
Learners use a list of connective words and phrases to sequence and link a series of sentences and paragraphs.
Using a shared approach to writing
Structured overviews
Learners understand key words and ideas in order to write about specific content.
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using templates and acronyms
Learners focus on analysing the purpose for writing and constructing cohesive sentences and paragraphs.
Using writing frames
Learners use writing frames to support extended writing.
Brainstorming
Learners link what they know already to what they want to write.
Using a shared approach to writing
Structured overviews
Learners understand key words and ideas in order to write about specific content.
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using templates and acronyms
Learners focus on analysing the purpose for writing and constructing cohesive sentences and paragraphs.
Using writing frames
Learners use writing frames to support extended writing.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Suggestions for teaching the writing process
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Suggestions for teaching spelling: step 4
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Concept circles
Learners explain concepts (including the meanings of words), see connections between concepts, and activate their background knowledge.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Brainstorming
Learners link what they know already to what they want to write.
Using a shared approach to writing
Structured overviews
Learners understand key words and ideas in order to write about specific content.
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Suggestions for teaching the writing process
Suggestions for teaching and learning that can be used with all learners, or with those learners who require support with one or more progressions only.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work
Learners read and analyse good models to gain a clearer understanding of what they are expected to write.
Using a shared approach to writing
Sharing quality work Learners
read and analyse good models to gain a clearer understanding of what they are expected to write.
The Learning Progressions
Make Sense of Numbers to Solve Problems
Explore the learning progressions
Downloadable documents
Teaching adults to make sense of number
Make Sense of Number to Solve Problems Strand Chart
Reason Statistically
Explore the learning progressions
Downloadable documents
Teaching adults to reason statistically
Reason Statistically Strand Chart
Measure and Interpret Shape and Space
Explore the learning progressions
Downloadable documents
Teaching adults to measure and interpret shape and space
Measure and Interpret Shape and Shace Strand Chart
Learning Progressions for Adult Numeracy
Numeracy glossary
Listen and Speak to Communicate
Explore the learning progressions
Downloadable documents and Audio files
Teaching adults to listen and speak to communicate
Listen with Understanding Strand Chart
Speak to Communicate Strand Chart
Audio files and Downloads
Read with Understanding
Explore the learning progressions
Downloadable documents
Teaching adults to read with understanding
Read with understanding Strand Chart
Write to Communicate
Explore the learning progressions
Downloadable documents
Teaching adults to write to communicate
Write to Communicate Srand Chart
Learning Progressions for Adult Literacy
Literacy glossary
Starting Points: Supporting the Learning Progressions for Adult Literacy
Further Reading
For Adult Literacy and Numeracy: Background information
Starting Points: Supporting the Learning Progressions for Adult Literacy
Starting Points: Assessment Guide
Hard Copies of Learning Progressions and Resources
The TEC no longer has hard copies of the Learning Progressions, and has no plans to resume hard copy printing of these resources.
The Learning Progressions documents on this page
by
TEC
are licensed for re-use under a
Creative Commons Attribution-NonCommercial 4.0 International Licence
. In essence, you are free to copy, distribute and adapt these documents for non-commercial purposes, as long as you attribute them to TEC and abide by the other licence terms.
Downloads
Learning Progressions for Adult Numeracy (PDF, 1 MB)
Learning Progressions for Adult Literacy (PDF, 1 MB)
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