Literacy and Numeracy · Acknowledgements The production of Prioritising Literacy and Numeracy,...

PrioritisingLiteracy and NumeracyDiagnostic Net for Transition to Year 9

DEPARTMENT OF EDUCATION AND TRAINING

PrioritisingLiteracy and NumeracyDiagnostic Net for Transition to Year 9

AcknowledgementsThe production of Prioritising Literacy and Numeracy, Diagnostic Net for Transition to Year 9 has involved a group of dedicated and diverse educators. In particular

• Reading and Writing: Helen Chatto, Lorraine van Haeften, Linda Dawson, Rachel Turton

• Oral language: Adele Kaplan, Edwyn and Gloreme Graham, Linda Dawson, Lorraine van Haeften, Margaret James

• Numeracy: Ann Richards, John Bradbury, Lorraine van Haeften, Geoff Gillman, Rachel Turton

These continua have been externally validated by:

• Reading and Writing: Marion Meiers (Australian Council for Educational Research)

• Oral Language: Mary-Ruth Mendell (Speech and Language Pathologist/Teacher: Chair, Australian Literacy and Numeracy Foundation), Professor Allison Elliot (Early Childhood Education: Sydney University) Margaret James (Linguist/Author/Teacher: Honey Ant Readers)

• Numeracy: Professor Robyn Jorgensen (Griffith University), Eva DeVries (Australian Catholic University)

Revised and reprinted 2011

ISBN 978-0-646-54168-6

3PRIoRITISING LITERACy AND NUMERACy Diagnostic Net for Transition to year 9

Prioritising Literacy and Numeracy T–9 Diagnostic Net

Chief Executive’s Foreword 5

Description of the Net 6

The Continua – Reading in the curriculum 8

overview: Transition–year 9 10

Breaking the Written Code 12–14

Making Meaning, Using Text & Analysing Text 15–17

The Continua – Writing in the curriculum 18


Purpose, Audience, Devices 22–24

Making the Written Code 25–27

The Continua – Oral language development 28

Transition–year 3 30

The Continua – Numeracy in the curriculum 32


Understanding Numbers and How They Work 38–40

operating & Calculating 41–43

Shapes, Measurement & Time 44–46

Chance & Data, Location & Maps 47–49

Glossary 50

References 52

Contents

4 PRIoRITISING LITERACy AND NUMERACy Diagnostic Net for Transition to year 9




The core business of the Department of Education and Training is to ensure that students are equipped to have choice about what they do in life beyond school.

Students deserve to have the choice to move into university, to engage in further training or the choice to begin meaningful employment.

Literacy and Numeracy is the key to ensuring our young Territorians have these choices.

The Literacy and Numeracy Strategy, Prioritising Literacy and Numeracy, includes this set of Continua which provide a roadmap of literacy and numeracy milestones that we should be striving for all Territory students to achieve. These milestones or expectations are clearly detailed from Transition to year 9.

It is our belief that these Continua and the processes that surround their use in our schools will assist teachers, school leaders and parents to prioritise literacy and numeracy, to build on the good work that is already occurring and to enable us to achieve the very best outcomes for the Territory’s children and young people.

Gary Barnes Chief Executive

Department of Education and Training

Chief Executive’s Foreword



Introduction

Developing sound literacy and numeracy skills is vital to Northern Territory students achieving at school and in their life beyond school.

Students, parents and teachers need to clearly understand what literacy and numeracy levels are required so that students can achieve year by year through schooling and beyond.

To facilitate this understanding, this publication contains descriptions of what Northern Territory students will be expected to be able to know and do by the end of each year of schooling from Transition to year 9 to be literate and numerate. These have been developed so as to align to nationally set and accepted levels of achievement.

The Literacy and Numeracy Expectations

These expectations are contained in four continua. The continua are:

• Reading

• Writing

• OralLanguage

• Numeracy

Each continuum has been independently validated. It is important to note that these continua have been developed with a literacy and numeracy focus and achievement of the expectations will enable students to not only succeed in English and mathematics (and in the application of these skills) but also in other key learning areas. These continua have not been developed as a replacement for English and mathematics curricula but rather to support their delivery.

The expectations in each continuum are learning goals for ALL students which are absolutely critical in order to successfully progress from one year of schooling to the next and in particular, be able to access the curriculum of the following years. They provide an annual passport for learning.

These continua should be used in conjunction with what teachers know about individual learning rates and styles. They do not dismiss the individual trajectories of children’s learning, nor suggest that all children will meet these expectations no matter what learning they bring with them to the learning environment.

For example, if a child comes to school in Year 1 and doesn’t speak any English or doesn’t know what written text is for, or if a child misses a lot of schooling for a variety of reasons, clearly the learning paths and rates of progression of these children will more than likely be different from those of children who have been immersed in English language text since birth and who attend school every day.

The expectations clearly indicate what is expected for every child and provide a benchmark that teachers, students and their parents should aim for. Achievement that is anything less than that described in the expectations flags the urgency for children to ‘catch up’ and ‘keep up’.

Description of the Net



year 6 Expectations and Their Importance

The year 6 expectations describe the skills needed to be literate and numerate in society. In fact, literacy and numeracy beyond what has been identified here in year 6 is broadened in subsequent years of schooling by the complexity of contexts and texts in which the skills described in year 6 are applied. Any other Standard Australian English or mathematics learned beyond what is described here is arguably not a life skill for all but has a specific purpose for a specific context and is consequently only likely to be needed by people who pursue these purposes and related careers. These specifics may be best taught either in the context in which they will be needed (e.g. by employers or trainers) or by teachers teaching students on pathways to specific employment, training or education.

In school this becomes challenging since many students don’t know what they want to do when they leave school. As a result we must ensure that all students leave school with, at the very least, the literacy and numeracy skills they need (i.e. those described for year 6) to access any of these education and training pathways or employment opportunities.

Students in years 7–9 will be expected to apply year 6 Literacy and Numeracy learning to an increasingly broader range of learning areas and contexts.

Using the Literacy and Numeracy Expectations

It is envisaged that teachers, schools, clusters and systems use these year by year expectations as a further reference tool to assist them in making better decisions in relation to prioritising and focussing Literacy and Numeracy learning effort.

T-9 Diagnostic Net The Continua - Reading in the curriculum

DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Reading in the curriculum8

Readingin the

Curriculum

T-9 Diagnostic Net The Continua - Reading in the curriculum

DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Reading in the curriculum 9

Fluent and effective reading involves the coming together of many skills. These include phonological awareness, phonemic awareness, an understanding of the relationship between letters and sounds, an ability to sound out words and spell words and comprehension.

Many writers and researchers have written about a sequential ‘bottom up approach’ to reading which starts with the acquisition of lower level decoding skills and leads to higher level skills such as comprehension. In order to make meaning the reader needs experiential knowledge of background and context. Approaches that primarily draw on this knowledge initially in reading in order to predict meaning are called ‘top down approaches’.

There are problems with both approaches since decoding without making meaning is a pointless exercise, and prediction requires experience with decoding, even though decoding skills may never have been explicitly taught. Children are best able to use whole language approaches when they have been immersed in print and language-rich environments for many years prior to schooling since it is only possible to use context to identify unknown words when the words around the new word can be decoded. Clearly a balanced approach is needed; somewhere between both these positions.

The National Inquiry into the Teaching of Reading (2005) states ‘…that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read… all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. This approach, coupled with support from the child’s home, is critical to success.’

A balanced approach requires that children are explicitly taught to decode words and at the same time are explicitly taught vocabulary so that they can use their skills and vocabulary to make meaning and comprehend.

It is on this premise that the following continua have been developed. It should also be noted that as children develop early reading skills they are then able to apply them to a greater range of text forms; this is expected. Increasingly from the early years to the middle years, lessons should focus less on learning to read and more on reading to learn. Children should be given more and more opportunity to read and use a broader range of text forms and increasingly add to their vocabulary from across all learning areas, as indicated in the continua.

10

T–9 Diagnostic Net The Continua – Reading in the curriculum

DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Reading in the curriculum

Not

e: In

this

con

tinuu

m th

e te

rm te

xt r

efer

s to

writ

ten,

spo

ken

or m

ultim

odal

(a

com

bina

tion

of tw

o or

mor

e te

xt ty

pes,

incl

udin

g au

dio

visu

al r

epre

sent

atio

ns).

Tex

ts a

re s

truc

ture

d in

par

ticul

ar w

ays

to a

chie

ve th

eir

purp

oses

, for

exa

mpl

e, to

tell

wha

t hap

pene

d, to

pr

ovid

e in

stru

ctio

ns, t

o en

tert

ain,

to a

rgue

.READING

By

the

end

of

Tran

sitio

n st

uden

ts

mus

t be

able

to

By

the

end

of

Year

One

stu

dent

s m

ust b

e ab

le to

By

the

end

of

Year

Tw

o st

uden

ts

mus

t be

able

to

By

the

end

of

Year

Thr

ee s

tude

nts

mus

t be

able

to

By

the

end

of

Year

Fou

r stu

dent

s m

ust b

e ab

le to

By

the

end

of

Year

Fiv

e st

uden

ts

mus

t be

able

to

By

the

end

of

Year

Six

stu

dent

s m

ust b

e ab

le to

As a reader, how can I break the written code in Reading Texts?

Prin

t Con

vent

ions

•‘Read’dem

onstrating

unde

rsta

ndin

g of

dire

ctio

nalit

y of

pr

int –

left

to ri

ght,

top

to b

otto

m,

front

to b

ack

•Usesom

eone-to-one

corre

spon

denc

e w

hen

read

ing

– sa

y a

wor

d fo

r eac

h w

ritte

n w

ord

•Knowthedifferencebetweena

‘wor

d’ a

nd a

‘let

ter’

•Knowthenamesofm

ostletters

in th

e al

phab

et

Prin

t Con

vent

ions

•Consistentlyuseone-to-one

corre

spon

denc

e (i.

e. p

oint

at w

ord

as it

is s

aid)

whe

n re

adin

g•K

nowwhatafullstopisfor

•Knowthenamesofalllettersin

the

alph

abet

Prin

t Con

vent

ions

•Attendtofullstopsandcommas

whe

n re

adin

g•K

nowthedifferencebetween

lo

wer

and

upp

er-c

ase

lette

rs

Phon

emic

Aw

aren

ess

•Recogniseandmatch

rhym

e w

ords

•Clapsyllablesinwords

•Suggestwordsthatstartwith

the

sam

e so

und

Phon

emic

Aw

aren

ess

•Createrhym

ingpairse

.g. f

lap,

sn

ap a

nd id

entif

y th

e od

d w

ord

out

in a

gro

up o

f rhy

min

g w

ords

•Hearbeginning,m

edialandfinal

soun

ds in

wor

ds•C

ountthephonem

es(sounds)in

3 le

tter w

ords

•Createwordsbychangingone

phon

eme

e.g.

bat

, cat

, hat

Phon

emic

Aw

aren

ess

•Createnewwordsbyadding,

dele

ting

or s

ubst

itutin

g le

tters

, e.

g. m

eat,

eat,

seat

•Identifysyllablesinoneortwo

sylla

ble

wor

ds

Phon

emic

Aw

aren

ess

•Identifysyllablesinmulti-syllable

wor

ds•C

ountthesounds,sym

bolsand

sylla

bles

in w

ords

Gra

phop

honi

cs•Linklettersandsoundsby

mat

chin

g le

tter n

ames

to th

eir

mos

t com

mon

sou

nds

•Decodesimplecvcwords

e.g.

c-a

-t.

Gra

phop

honi

cs•Identifyallupperandlowercase

lette

r nam

es a

nd m

atch

to s

ome

of th

e so

unds

they

mak

e e.

g. A

m

akes

‘a’ in

Ash

ley

and

‘A’ in

Am

y•D

ecodewordsusingonsetand

rime

(ons

et is

the

begi

nnin

g of

a

wor

d; ri

me

is th

e so

unds

of t

he

lette

r gro

up a

t the

end

of t

he

wor

d) e

.g. c

-at,

ch-a

t

Gra

phop

honi

cs•D

emonstrateunderstandingof

sylla

bles

in w

ords

by

chun

king

un

know

n w

ords

into

syl

labl

es

whe

n de

codi

ng•D

ecodewordsusingknowledgeof

blen

ds, d

igra

phs

and

sim

ple

plur

als

•Decodeusingonsetandrime

whe

re ri

me

cont

ains

vow

el

digr

aphs

e.g

. r-a

in, p

-ain

Gra

phop

honi

cs•D

emonstrateunderstandingof

sylla

bles

and

som

e pr

efix

es in

w

ords

by

chun

king

unk

now

n w

ords

w

hen

deco

ding

•Decodewordsusingknowledge

of s

ound

/sym

bol r

elat

ions

hips

an

d w

ord

mea

ning

s e.

g. tr

i-cyc

le,

tri-a

ngle

Gra

phop

honi

cs•R

eadwordswithlesscom

mon

soun

d –

sym

bol r

elat

ions

, e.

g. o

cean

•Readwordsthathavethesame

lette

rs m

akin

g di

ffere

nt s

ound

s

e.g.

roug

h, th

roug

h, b

ough

Voca

bula

ry•Autom

aticallyrecogniseasm

all

bank

of a

bout

20

sigh

t wor

ds

e.g.

Mum

, aun

ty, I

, wen

t, to

, the

, he

re, s

aw

Voca

bula

ry•Autom

aticallyrecognise50–70

sigh

t wor

ds e

.g. c

olou

r wor

ds,

char

acte

r nam

es, a

reas

ar

ound

the

scho

ol, a

nim

als

ar

ound

the

scho

ol

Voca

bula

ry•Autom

aticallyIdentify100–150

si

ght w

ords

•R

eadsomesubject-specificwords

e.g.

hal

f, to

tal,

face

s an

d ed

ges,

cl

ouds

, thu

nder

, lig

htni

ng

Voca

bula

ry•R

eadwithunderstanding

subj

ect-s

peci

fic w

ords

rela

ted

to

cla

ss p

rogr

am e

.g. r

eptil

es,

cold

-blo

oded

, hib

erna

te

and

indi

vidu

al in

tere

sts

e.

g. b

aske

tbal

l, de

adly

Voca

bula

ry•R

ecogniseandunderstandthe

mea

ning

of a

n in

crea

sing

ban

k of

su

bjec

t-spe

cific

and

pre

cise

wor

ds

and

phra

ses

in d

iffer

ent c

onte

xts

e.g.

‘fac

e’ in

the

body

and

3D

ob

ject

s, ‘w

atch

’ as

a tim

epie

ce

and

verb

, ‘pi

gs m

ight

fly’

Voca

bula

ry

•Usecontextualcluestodetermine

the

mea

ning

of u

nkno

wn

wor

ds

•Readanincreasingnum

berof

subj

ect-s

peci

fic a

nd u

nkno

wn

wor

ds e

.g.c

olon

y, in

dust

ry,

settl

emen

t, in

stru

men

t, hy

gien

e•Knowmeta-languageoflinguistic

conv

entio

ns in

text

s us

ed in

yea

r 5

Voca

bula

ry

•Usetopicknow

ledgetoworkout

unfa

milia

r wor

ds

Text

For

ms

•Understandthedifference

be

twee

n a

stor

y an

d a

qu

estio

n or

list

Text

For

ms

•Readtextswithsimpleand

com

poun

d se

nten

ces

•Identifydifferenttextforms

e.

g. p

oem

, let

ter,

song

, pic

ture

•Readsimplenarrativeand

va

rious

info

rmat

ion

text

s

e.g.

sto

ries

with

an

orie

ntat

ion,

co

mpl

icat

ion

and

reso

lutio

n

Text

For

ms

•Knowthatdifferenttextforms

ca

n be

read

diff

eren

tly

e.g.

poe

m, g

raph

, pic

ture

Text

For

ms

•Readtextswithsimple,com

pound

and

som

e co

mpl

ex s

ente

nces

•Useknowledgeoftextstructure

and

purp

ose

to re

ad a

var

iety

of

text

form

s e.

g. re

ad a

com

ic fo

r en

joym

ent a

nd n

avig

ate

a

web

site

to fi

nd in

form

atio

n•R

eadinformationtextswith

fam

iliar s

truct

ures

e.

g. a

repo

rt w

ith in

trodu

ctor

y st

atem

ents

and

par

agra

phs

orga

nise

d by

con

tent

Text

For

ms

•Individuallyanalyseavarietyof

text

type

s to

sho

w u

nder

stan

ding

of

text

stru

ctur

e

e.g.

new

spap

er a

rticl

e m

ight

be

a re

port

or a

per

suas

ive

text

, an

adv

ertis

emen

t is

usua

lly a

pe

rsua

sive

text

Text

For

ms

•Readtextswithafullrangeof

sent

ence

stru

ctur

es in

clud

ing

fragm

ents

and

sin

gle

wor

ds

e.g.

Hal

t! o

n an

d on

and

on.

•Collaborativelyanalysetext

type

s to

sho

w u

nder

stan

ding

of

text

stru

ctur

e an

d la

ngua

ge

conv

entio

ns e

.g. A

sci

entif

ic re

port

is a

des

crip

tion

writ

ten

in s

impl

e pr

esen

t ten

se, w

ith a

hea

ding

, op

enin

g st

atem

ent,

desc

riptio

ns o

f fe

atur

es a

nd a

sum

mar

y•R

eadinformationreports,

proc

edur

es a

nd e

xpla

nato

ry te

xts,

an

d th

ose

situ

ated

in d

iffer

ent

times

, pla

ces

and

cultu

res

11



How do I Make Meaning from this Reading Text?U

se p

rior k

now

ledg

e of

the

cuein

g sy

stem

; sem

antic

s (m

eani

ng

cues

), sy

ntax

(gra

mm

atic

al c

ues)

an

d gr

apho

phon

ics

(vis

ual c

ues)

to

supp

ort r

eadi

ng a

nd u

se st

rate

gies

fo

r mai

ntai

ning

mea

ning

e.g

.•P

ictu

re c

ues

•Mak

ing

conn

ectio

ns to

sel

f •R

eadi

ng o

rally

from

“mem

oris

atio

n”

of fa

milia

r tex

ts•P

redi

ctin

g:•Atte

xt lev

el ba

sed

on c

over

an

d im

ages

e.g

. say

s I th

ink

ther

e is

a ca

t in th

e sto

ry•Ats

ente

nce

level

base

d on

w

hat w

ould

sou

nd ri

ght a

nd

mak

e se

nse

e.g.

The

big

fat

cat w

as s

care

d of

the.

.. ‘d

og’

•Atw

ord

level

base

d on

kn

owle

dge

of le

tter n

ames

an

d so

unds

e.g

. say

s It s

tarts

wi

th a

d, I

think

it sa

ys d

og

Use

prio

r kno

wle

dge

of th

e cu

eing

syst

em; s

eman

tics

(mea

ning

cu

es),

synt

ax (g

ram

mat

ical

cue

s)

and

grap

hoph

onic

s (v

isua

l cue

s) to

su

ppor

t rea

ding

and

use

stra

tegi

es

for m

aint

aini

ng m

eani

ng e

.g.

•Soundingoutusingphonemesand

onse

t and

rim

e•M

akingconnectionstoself,other

stor

ies

and

the

wor

ld•Predictingatword,sentenceand

text

leve

l •M

akingoralreadingofafamiliar

rehe

arse

d te

xt s

ound

like

spo

ken

lang

uage

with

app

ropr

iate

pau

ses,

st

ops

and

star

ts

Use

prio

r kno

wle

dge

of th

e cu

eing

sy

stem

; sem

antic

s (m

eani

ng

cues

), sy

ntax

(gra

mm

atic

al c

ues)

an

d gr

apho

phon

ics

(vis

ual c

ues)

to

supp

ort r

eadi

ng a

nd u

se st

rate

gies

fo

r mai

ntai

ning

mea

ning

e.g

.•Selfquestioning

•Predicting

•Usinganalogy

•Readingon

•Chunking,soundingout

•Readingorallyandfocussingon

conv

eyin

g th

e m

eani

ng o

f the

te

xt ra

ther

than

read

ing

all w

ords

ac

cura

tely

Use

prio

r kno

wle

dge

of th

e cu

eing

syst

em; s

eman

tics

(mea

ning

cu

es),

synt

ax (g

ram

mat

ical

cue

s)

and

grap

hoph

onic

s (v

isua

l cue

s)

to s

uppo

rt re

adin

g an

d us

e se

lf m

onito

ring

and

stra

tegi

es to

m

aint

ain

mea

ning

e.g

. •Selfcorrecting,syllabification

an

d re

adin

g on

and

bac

k to

co

nfirm

pre

dict

ions

•Attendingtofullstops,speech

mar

ks a

nd c

omm

as w

hen

read

ing

•Usingappropriateexpression

whe

n re

adin

g fa

milia

r diff

eren

t tex

t fo

rms

oral

ly e

.g. p

oem

, sto

ry, r

epor

t•R

eadingorallyandfocussingon

deco

ding

wor

ds a

ccur

atel

y in

un

fam

iliar t

exts

resu

lting

in li

mite

d flu

ency

and

exp

ress

ion

•Understandingthatvisualsprovide

addi

tiona

l inf

orm

atio

n an

d us

e th

em to

mak

e m

eani

ng

Use

prio

r kno

wle

dge

of th

e cu

eing

syst

em: s

eman

tics

(mea

ning

cue

s),

synt

ax (g

ram

mat

ical

cue

s) a

nd

grap

hoph

onic

s (v

isua

l cue

s) to

read

fo

r mea

ning

e.g

.•C

hoosingthebeststrategytouse

to m

aint

ain

mea

ning

and

exp

lain

th

is c

hoic

e e.

g. s

ays

I didn

’t kno

w th

is wo

rd so

I ‘su

bstitu

ted’

it with

an

othe

r wor

d an

d ‘re

ad- o

n’ to

see

if it m

ade

sens

e•‘DeterminingImportance’by

iden

tifyi

ng k

ey w

ords

and

ph

rase

s in

a te

xt e

.g. b

y un

derli

ning

or h

ighl

ight

ing

•U

singknowledgeofpunctuation;

capi

tals

, exc

lam

atio

n m

arks

, co

mm

as, q

uest

ion

mar

ks, s

peec

h m

arks

to e

nhan

ce p

hras

ing,

in

tona

tion

and

com

preh

ensi

on

whe

n re

adin

g•R

ecallingandsummarisingthe

m

ain

idea

s fro

m a

writ

ten

and

spok

en te

xt

Effe

ctiv

ely

use

the

cuein

g sy

stem

an

d st

rate

gies

to g

ain

and

mai

ntai

n m

eani

ng w

hen

read

ing.

The

se w

ill in

clud

e st

rate

gies

list

ed in

ear

lier

year

s w

ith m

ore

com

plex

text

s or

at

a m

ore

soph

istic

ated

leve

l and

als

o:•Sum

marising

e.g.

iden

tifie

s an

d se

quen

ces

key

poin

ts in

a s

cien

ce

expl

anat

ion

to s

uppo

rt re

ason

ing

•Skimmingandscanning

e.g

loca

tes

impo

rtant

info

rmat

ion

usin

g ke

y ph

rase

s, h

eadi

ngs

and

subh

eadi

ngs

in a

his

toric

al te

xt•C

onsultingareference

e.g.

use

s a

dict

iona

ry o

r onl

ine

data

base

to

che

ck fo

r mea

ning

s an

d pr

onun

ciat

ion

of u

nfam

iliar w

ords

Rea

d w

ith e

xpre

ssio

n fo

llow

ing

the

guid

e of

pun

ctua

tion

mar

ks a

nd

mea

ning

with

in th

e te

xt

•Effectivelyusethe

cuein

g sy

stem

an

d st

rate

gies

to g

ain

and

mai

ntai

n m

eani

ng w

hen

read

ing.

The

se w

ill in

clud

e st

rate

gies

liste

d in

ear

lier

year

s w

ith m

ore

com

plex

text

s or

at a

mor

e so

phis

ticat

ed le

vel

that

will

be w

ell i

nteg

rate

d us

ing

a br

oad

know

ledg

e ba

se o

f tex

t st

ruct

ure

and

orga

nisa

tion,

cul

tura

l/w

orld

kno

wle

dge,

and

kno

wle

dge

of g

ram

mar

and

voc

abul

ary.

•Sum

mariseandsynthesise

info

rmat

ion

on a

par

ticul

ar to

pic

from

sev

eral

writ

ten

and

spok

en

and

mul

ti-m

odel

text

s an

d m

ake

accu

rate

gen

eral

isat

ions

abo

ut

the

topi

c e.

g. in

terv

iew

s a

sour

ce

on w

aste

man

agem

ent,

wat

ches

a

docu

men

tary

on

recy

cled

wat

er

and

read

s cu

rrent

sci

ence

-bas

ed

text

s on

gre

y w

ater

to e

valu

ate

and

com

pare

diff

eren

t poi

nts

of v

iew

on

the

topi

c

What do I use this Reading Text for?

•Recogniseseveraltypesof

prin

t tex

ts e

.g. b

ooks

, lab

els

on

pac

kagi

ng•Identifypurposeofsom

efamiliar

text

s su

ch a

s en

viro

nmen

tal p

rint,

sign

s, la

belle

d dr

awin

gs, c

harts

•Readsimplecaptionbooksand

repe

titiv

e te

xts

shar

ed in

cla

ss•Sequenceeventsfrom

stories

usin

g w

ords

like

first,

and

then

, last

•Identifyanddescribecharacters,

even

ts a

nd s

igni

fican

t ide

as

•Identifyabook’spurposeusing

info

rmat

ion

from

the

cove

r and

illu

stra

tions

in th

e bo

ok•R

eadarangeofsimpletextswith

diffe

rent

type

s of

prin

t inc

ludi

ng

stor

y bo

oks

with

rhyt

hm, r

hym

e an

d re

petit

ion

•Selecttextsaccordingtointerest

for i

ndep

ende

nt re

adin

g•Identifymainideaofastoryora

fact

ual t

ext

•Identifykeyeventsinashortstory

and

the

orde

r in

whi

ch th

ey o

ccur

•Answerliteralquestionsabouttexts

e.g.

Wha

t col

our i

s th

e ja

cket

? W

ho ra

n ac

ross

the

road

?•R

etellstoriesorallye

.g. t

hrou

gh

dram

a, d

ance

or s

ong

•Makeconnectionsbetweentexts

and

own

expe

rienc

es

•Selectbookstosuitdifferent

purp

oses

e.g

. say

s th

is bo

ok is

to

find

out a

bout

hor

ses

•Usetitle,headings,subheadings

and

cont

ents

pag

e to

dec

ide

wha

t in

form

atio

n is

insi

de•R

eadandview

longernarrative

and

info

rmat

ion

text

s su

ppor

ted

by p

ictu

res

with

som

e co

mpl

ex

lang

uage

and

idea

s e.

g. lo

cate

in

form

atio

n in

labe

lled

diag

ram

s•M

akecomparisonsbetween

text

s th

at a

re a

bout

the

sam

e su

bjec

t e.g

. say

s th

at b

ook’s

bet

ter

beca

use

it’s g

ot m

ore

pictu

res

•Identifyandsequence

m

ain

even

ts, a

naly

sing

ch

arac

ters

, fee

lings

and

be

havi

our w

ithin

sto

ries

•Independentlyreadnarrativeand

info

rmat

iona

l tex

ts w

ith fa

milia

r st

ruct

ures

, suc

h as

pic

ture

s or

di

agra

ms

for v

isua

l sup

port

•Readandrespondtoliteral

info

rmat

ion

and

mak

e in

form

ed

infe

renc

es e

.g. s

ays

I think

th

e lav

a m

ust h

ave

been

hot

be

caus

e it s

ays h

ere

that

“it w

as

red

and

glowi

ng”

•Locatespecificinformationfrom

text

s e.

g. in

form

atio

n in

a g

raph

, pr

int,

tabl

e or

dia

gram

•Com

parecharacters,plotsand

setti

ngs

in a

rang

e of

text

s, e

.g.

says

the

hero

in th

is no

vel is

ve

ry d

iffere

nt to

the

hero

in th

at

nove

l bec

ause

...•Identifyandcorrectlysequence

mai

n ev

ents

in a

long

sto

ry o

r hi

stor

y na

rrativ

e•Identifythem

ese

.g. m

agic

, hap

pily

ev

er a

fter a

nd e

xper

ienc

es in

lit

erar

y te

xts

•Drawconclusionse

.g. a

fter r

eadi

ng

shor

t his

tory

text

s co

nclu

des

that

fa

rmer

s sh

ot ra

bbits

so

ther

e’d

be

mor

e gr

ass

for t

heir

shee

p

•Identifypurposesofarangeof

diffe

rent

text

type

s e.

g. c

onte

nts,

ta

bles

, hea

ding

s, v

isua

ls•Locateappropriatetextstheyneed

for d

iffer

ent p

urpo

ses

usin

g se

arch

sk

ills e

.g. o

nlin

e, in

libr

ary

•Independentlyreadand

com

preh

end

age-

appr

opria

te/

cros

s cu

rricu

la te

xts,

with

som

e un

fam

iliar i

deas

, for

info

rmat

ion

or

ple

asur

e•R

eadandrespondtotextsby

answ

erin

g lit

eral

, inf

eren

tial a

nd

inte

rpre

tive

ques

tions

•Readandselectexplicit

info

rmat

ion

from

a te

xt fo

r a

spec

ific

purp

ose

e.g.

taki

ng n

otes

on

the

habi

tats

of l

izar

ds fo

r a

scie

nce

inqu

iry-b

ased

pro

ject

•Identifymainideasintextsand

just

ify a

n op

inio

n on

why

they

ar

e im

porta

nt

•Independentlyread,viewand

resp

ond

to a

bro

ad ra

nge

of

narra

tive,

info

rmat

iona

l and

pe

rsua

sive

text

s th

at c

onta

in

som

e co

mpl

ex id

eas

and

them

es•R

eadandrespondtoliteral

and

impl

ied

info

rmat

ion

in te

xts

e.g.

ans

wer

que

stio

ns a

t lite

ral,

infe

rent

ial a

nd in

terp

retiv

e le

vel

•Reflectonreadingmaterial

pref

eren

ces,

resp

onse

s to

text

s,

and

stra

tegi

es u

sed

for m

eani

ng

mak

ing

and

desc

ribe

them

ora

lly•Locateandrecordinformation

on

a to

pic

from

a fe

w d

iffer

ent

sour

ces,

by

prev

iew

ing,

ski

mm

ing

and

scan

ning

•Respondtotextsusingarangeof

activ

ities

, det

erm

ined

by

indi

vidu

al

lear

ning

sty

les

e.g.

mak

e a

colla

ge

or d

evel

op a

pla

y sc

ript,

writ

e a

poem

or c

olla

te in

form

atio

n in

a

Venn

dia

gram

•Read,viewandrespondtoawide

varie

ty o

f nar

rativ

e, in

form

atio

n an

d pe

rsua

sive

text

s th

at e

xplo

re

idea

s fro

m d

iffer

ent h

isto

rical

, ge

ogra

phic

al a

nd c

ultu

ral c

onte

xts

•Readandrespondtotexts

e.

g. a

nsw

er q

uest

ions

at l

itera

l, in

fere

ntia

l, in

terp

retiv

e an

d cr

itica

l/ ev

alua

tive

leve

l•Locateandsourcespecific

info

rmat

ion

usin

g ev

alua

tive

rese

arch

ski

lls e

.g. u

se a

ra

nge

of g

raph

ic o

rgan

iser

s to

re

cord

info

rmat

ion

•Useastrategytoreflecton

re

adin

g un

derta

ken

e.g.

kee

p

a re

adin

g jo

urna

l•Identifymainidea,m

oral,m

essage

or th

eme

in a

writ

ten

or v

isua

l tex

t•R

ankorratetextsinrelationto

how

wel

l the

y su

it in

tend

ed

audi

ence

and

pur

pose

• What does the Reading Text say?• What has the author used to say it?

Dis

cuss

and

resp

ond

to

shar

ed te

xts

by:

•Expressingapersonalresponse

to a

text

giv

ing

reas

ons

e.

g. s

ays

I don

’t like

the

giant

be

caus

e he

is m

ean

Dis

cuss

and

resp

ond

to

shar

ed te

xts

by:

•Identifyinganddescribing

char

acte

rs, p

lot a

nd s

ettin

g in

na

rrativ

es•R

ecallingfactsandideasin

info

rmat

iona

l tex

ts•R

etellingstoriesorally

Dis

cuss

and

resp

ond

to

shar

ed a

nd in

depe

nden

tly

read

text

s by

:•D

iscussinghowcharacters

or

eve

nts

coul

d ha

ve b

een

cr

eate

d di

ffere

ntly

•Makingconnectionsbetween

idea

s an

d ev

ents

in te

xts

and

th

eir o

wn

expe

rienc

es•W

henprom

pted,drawingsimple

infe

renc

es a

bout

cha

ract

ers

and

even

ts e

.g. w

hen

aske

d ‘w

hy d

id

she

choo

se a

n or

ange

?’ s

ays

‘bec

ause

she

was

hun

gry’

or

‘bec

ause

she

did

n’t l

ike

appl

es’

•Retellingthemainideasofa

spok

en o

r writ

ten

text

Dis

cuss

and

resp

ond

to

shar

ed a

nd in

depe

nden

tly

read

text

s by

:•D

iscussingtextsandmaking

conn

ectio

ns w

ith c

hara

cter

s, s

tory

lin

es a

nd s

ettin

gs•G

ivingopinionsandreasonsabout

wha

t the

aut

hor i

s try

ing

to te

ll us

or

to m

ake

us th

ink

•Independentlydrawingsimple

infe

renc

es fr

om te

xts

e.g.

say

s pe

ople

don’t

live

near

the

river

be

caus

e of

croc

odile

s•D

rawingonpriorknowledgeto

enha

nce

unde

rsta

ndin

g of

the

text

e.

g. s

ays

You

can’t

feed

all l

izard

s th

e sa

me

insec

ts, if

they

are

too

big

the

lizar

d co

uld ch

oke

Dis

cuss

and

resp

ond

to

shar

ed a

nd in

depe

nden

tly

read

text

s by

:•Identifyingthepurposeoftexts

an

d th

e ta

rget

aud

ienc

e•Listeningtothepointsofviewof

othe

rs e

ven

whe

n th

ey d

iffer

from

th

eir o

wn

•Drawinginferencesfrom

fictional

and

non-

fictio

nal t

exts

abo

ut

char

acte

rs, p

lots

and

eve

nts

e.

g. s

ays

Hicc

up’s

fath

er th

inks h

e is

a wi

mp

beca

use

he is

not

roug

h lik

e th

e ot

her V

iking

boy

s•M

akingpredictions

•Recallingandsummarising

m

ain

idea

s

Dis

cuss

and

resp

ond

to

shar

ed a

nd in

depe

nden

tly

read

text

s by

:•Identifyingsomedevicesauthors

use

e.g.

cho

ice

of la

ngua

ge a

nd

imag

es u

sed

in p

ersu

asiv

e an

d in

form

atio

nal t

exts

•Engagingindiscussionsand

crea

ting

resp

onse

s ab

out t

exts

by

cons

ider

ing

poin

t of v

iew,

aut

hor

inte

nt a

nd d

iffer

ent p

ersp

ectiv

es•Findingexamplesoflanguage

bein

g us

ed to

por

tray

char

acte

rs,

even

ts a

nd p

eopl

e in

par

ticul

ar

way

s•R

ecognisingthedifferentstyleand

wor

ds u

sed

in in

form

atio

nal r

epor

ts

Dis

cuss

and

resp

ond

to

shar

ed a

nd in

depe

nden

tly

read

text

s by

:•Identifyingsomedevicesauthors

use

e.g.

eva

luat

e di

ffere

nt w

ebsi

tes

by c

ompa

ring

cont

ent,

layo

ut,

lang

uage

and

sty

le c

hoic

e, ja

rgon

an

d te

chni

cal w

ords

•Individuallycreatingresponses

abou

t tex

ts b

y co

nsid

erin

g

auth

or in

tent

, diff

eren

t pe

rspe

ctiv

es a

nd id

entif

ying

an

d ju

stify

ing

poin

t of v

iew

12



Reading Expectations Years T–2: Breaking the Written Code

As

a re

ader

, how

can

I br

eak

the

writ

ten

code

in R

eadi

ng T

exts

?

By the end of Transition students must be able to:

By the end of Year One students must be able to:

By the end of Year Two students must be able to:

Print Conventions•‘Read’demonstratingunderstandingof

directionality of print – left to right, top to bottom, front to back

•Usesomeone-to-onecorrespondencewhen reading – say a word for each written word

•Knowthedifferencebetweena‘word’and a ‘letter’

•Knowthenamesofmostlettersin the alphabet

Print Conventions•Consistentlyuseone-to-one

correspondence (i.e. point at word as it is said) when reading

•Knowwhatafullstopisfor

•Knowthenamesofalllettersin the alphabet

Print Conventions•Attendtofullstopsandcommas

when reading

•Knowthedifferencebetweenlower and upper-case letters

Phonemic Awareness•Recogniseandmatchrhymewords


•Suggestwordsthatstartwiththe same sound

Phonemic Awareness•Createrhymingpairsandidentify

the odd word out in a group of rhyming words

•Hearbeginning,medialandfinalsounds in words

•Countthephonemes(sounds)in 3 letter words

•Createwordsbychangingonephoneme,e.g. bat, cat, hat

Phonemic Awareness•Createnewwordsbyadding,

deleting or substituting letters e.g. meat, eat, seat

•Identifysyllablesinoneortwo syllable words

Graphophonics•Linklettersandsoundsby

matching letter names to their most common sounds

•Decodesimplecvcwordse.g. c-a-t

Graphophonics•Identifyallupperandlowercase

letter names and match to some of the sounds they make, e.g. A makes ‘a’ in Ashley and ‘A’ in Amy

•Decodewordsusingonsetandrime(onset is the beginning of a word; rime is the sounds of the letter group at the end of the word), e.g. c-at, ch-at

Graphophonics•Demonstrateunderstandingofsyllables

in words by chunking unknown words into syllables when decoding

•Decodewordsusingknowledgeofblends, digraphs and simple plurals

•Decodeusingonsetandrime where rime contains vowel digraphs e.g. r-ain, p-ain

Vocabulary•Automaticallyrecogniseasmallbank

of about 20 sight words, e.g. Mum, aunty, I, went, to, the, here, saw

Vocabulary•Automaticallyrecognise50–70sight

words e.g. colour words, character names, areas around the school, animals around the school

Vocabulary•AutomaticallyIdentify100–150

sight words

•Readsomesubject-specificwords e.g. half, total, faces and edges, clouds, thunder, lightning

Text Forms •Understandthedifferencebetweena

story and a question or list

Text Forms •Readtextswithsimpleandcompound

sentences

•Identifydifferenttextformse.g. poem, letter, song, picture

•Readsimplenarrativeandvariousinformation texts e.g. stories with an orientation, complication and resolution

13



Reading Expectations Years 2–4: Breaking the Written Code

As

a re

ader

, how

can

I br

eak

the

writ

ten

code

in R

eadi

ng T

exts

?


By the end of Year Three students must be able to:

By the end of Year Four students must be able to:

Print Conventions•Attendtofullstopsandcommas

when reading

•Knowthedifferencebetweenlower and upper-case letters

Phonemic Awareness•Createnewwordsbyadding,

deleting or substituting letters, e.g. meat, eat, seat

•Identifysyllablesinoneortwo syllable words

Phonemic Awareness•Identifysyllablesinmulti-syllablewords

•Countthesounds,symbolsandsyllables in words

Graphophonics•Demonstrateunderstandingofsyllables

in words by chunking unknown words into syllables when decoding

•Decodewordsusingknowledgeofblends, digraphs and simple plurals

•Decodeusingonsetandrime where rime contains vowel digraphs e.g. r-ain, p-ain

Graphophonics•Demonstrateunderstandingof

syllables and some prefixes in words by chunking unknown words when decoding

•Decodewordsusingknowledgeofsound/symbol relationships and word meanings e.g. tri-cycle, tri-angle

Graphophonics•Readwordswithlesscommonsound-

symbol relations, e.g. ocean

•Readwordsthathavethesamelettersmaking different sounds e.g. rough, through, bough

Vocabulary•AutomaticallyIdentify100–150

sight words

•Readsomesubject-specificwords e.g. half, total, faces and edges, clouds, thunder, lightning

Vocabulary•Readwithunderstandingsubject-

specific words related to class program e.g. reptiles, cold-blooded, hibernate and individual interests e.g. basketball, deadly

Vocabulary•Recogniseandunderstandthe

meaning of an increasing bank of subject-specific and precise words and phrases in different contexts e.g. ‘face’ in the body and 3D objects, ‘watch’ as a timepiece and verb, ‘pigs might fly’

Text Forms•Readtextswithsimpleand

compound sentences

•Identifydifferenttextformse.g. poem, letter, song, picture

•Readsimplenarrativeandvariousinformation texts e.g. stories with an orientation, complication and resolution

Text Forms •Knowthatdifferenttextforms

can be read differently e.g. poem, graph, picture

Text Forms •Readtextswithsimple,compoundand

some complex sentences

•Useknowledgeoftextstructureandpurpose to read a variety of text forms e.g. read a comic for enjoyment and navigate a website to find information

•Readinformationtextswithfamiliarstructures e.g. a report with introductory statements and paragraphs organised by content

14



Reading Expectations Years 4–6: Breaking the Written Code

As

a re

ader

, how

can

I br

eak

the

writ

ten

code

in R

eadi

ng T

exts

?


By the end of Year Five students must be able to:

By the end of Year Six students must be able to:

Graphophonics•Readwordswithlesscommonsound-

symbol relations e.g. ocean

•Readwordsthathavethesame letters making different sounds e.g. rough, through, bough

Vocabulary•Recogniseandunderstandthe

meaning of increasing bank of subject-specific and precise words and phrases in different contexts e.g. ‘face’ in the body and 3D objects, ‘watch’ as a timepiece and verb, ‘pigs might fly’

Vocabulary•Usecontextualcluestodeterminethe

meaning of unknown words

•Readanincreasingnumberof subject-specific and unknown words e.g. colony, industry, settlement, instrument, hygiene

•Knowmeta-languageoflinguisticconventions in texts used in year 5

Vocabulary•Usetopicknowledgetoworkout

unfamiliar words

Text Forms•Readtextswithsimple,compound

and some complex sentences

•Useknowledgeoftextstructureandpurpose to read a variety of text forms e.g. read a comic for enjoyment and navigate a website to find information

•Readinformationtextswith familiar structures e.g. a report with introductory statements and paragraphs organised by content

Text Forms •Individuallyanalyseavarietyoftext

types to show understanding of text structure e.g. newspaper article might be a report or a persuasive text, an advertisement is usually a persuasive text

Text Forms •Readtextswithafullrangeof

sentence structures including fragments and single words e.g. Halt! on and on and on

•Collaborativelyanalysetexttypestoshow understanding of text structure and language conventions e.g. A scientific report is a description written in simple present tense, with a heading, opening statement, descriptions of features and a summary

•Readinformationreports,proceduresand explanatory texts, and those situated in different times, places and cultures

15



Reading Expectations Years T–2: Making Meaning, Using Text and Analysing TextBy the end of Transition students must be able to:



How

do I

Mak

e M

eani

ng fr

om th

is R

eadi

ng T

ext?

Use prior knowledge of the cueing system; semantics (meaning cues), syntax (grammatical cues) and graphophonics (visual cues) to support reading and use strategies for maintaining meaning e.g.

•Picturecues

•Makingconnectionstoself

•Readingorallyfrom“memorisation”offamiliar texts

•Predicting:

•At text level based on cover and images e.g. says I think there is a cat in the story•At sentence level based on what would

sound right and make sense e.g. The big fat cat was scared of the... ‘dog’

•At word level based on knowledge of letter names and sounds e.g. says it starts with a d, I think it says dog


•Soundingoutusingphonemesandonsetand rime

•Makingconnectionstoself,otherstoriesandthe world

•Predictingatword,sentenceandtextlevel

•Makingoralreadingofafamiliarrehearsedtext sound like spoken language with appropriate pauses, stops and starts


•Selfquestioning

•Predicting

•Usinganalogy

•Readingon


•Readingorallyandfocussingonconveyingthe meaning of the text rather than reading all words accurately

Wha

t do

I use

this

Rea

ding

Tex

t for

?

•Recogniseseveraltypesofprinttextse.g. books, labels on packaging

• Identifypurposeofsomefamiliartextssuch as environmental print, signs, labelled drawings, charts

•Readsimplecaptionbooksandrepetitivetexts shared in class

•Sequenceeventsfromstoriesusingwordslike first, and then, last

• Identifyanddescribecharacters,eventsand significant ideas

• Identifyabook’spurposeusinginformationfrom the cover and illustrations in the book

•Readarangeofsimpletextswithdifferenttypes of print including story books with rhythm, rhyme and repetition

•Starttoselecttextsaccordingtointerestfor independent reading

• Identifymainideaofastoryorafactualtext

• Identifykeyeventsandtheorderinwhichthey occur

•Answerliteralquestionsabouttextse.g. What colour is the jacket? Who ran across the road?

•Retellstoriesorallye.g. through drama, dance or song

•Makeconnectionsbetweentextsandownexperiences

•Selectbookstosuitdifferentpurposese.g. says this book is to find out about horses

•Usetitle,headings,subheadingsandcontents page to decide what information is inside

•Readandviewlongernarrativeandinformation texts supported by pictures with some complex language and ideas e.g. locate information in labelled diagrams

•Makecomparisonsbetweentextsthatareabout the same subject e.g. says that book’s better because it’s got more pictures

• Identifyandsequencemainevents,analysing characters, feelings and behaviour within stories

• Wha

t do

es th

e R

eadi

ng T

ext s

ay?

• Wha

t has

the

auth

or u

sed

to s

ay it

?

Discuss and respond to shared texts by:•Expressingapersonalresponsetoatext

giving reasons e.g. says I don’t like the giant because he is mean

Discuss and respond to shared texts by:• Identifyinganddescribingcharacters,

plot and setting in narratives

•Recallingfactsandideasin informational texts

•Retellingstoriesorally

Discuss and respond to shared and independently read texts by:•Discussinghowcharactersoreventscould

have been created differently

•Makingconnectionsbetweenideasandevents in texts and their own experiences

•Whenprompted,drawssimpleinferencese.g. when asked ‘why did she choose an orange?’ says ‘because she was hungry’ or ‘because she didn’t like apples’

•Retellingthemainideasofaspoken or written text

16



Reading Expectations Years 2–4: Making Meaning, Using Text and Analysing TextBy the end of Year Two students must be able to:



How

do I

Mak

e M

eani

ng fr

om th

is R

eadi

ng T

ext?


•Selfquestioning

•Predicting

•Usinganalogy

•Readingon


•Readingorallyandfocussingonconveyingthe meaning of the text rather than reading all words accurately

Use prior knowledge of the cueing system; semantics (meaning cues), syntax (grammatical cues) and graphophonics (visual cues) to support reading and use self monitoring and strategies for maintaining meaning e.g.

•Selfcorrecting,syllabificationandreadingonand back to confirm predictions

•Attendingtofullstops,speechmarksandcommas when reading

•Usingappropriateexpressionwhenreadingfamiliar different text forms orally e.g. poem, story, report

•Readingorallyandfocussingondecodingwords accurately in unfamiliar texts resulting in limited fluency and expression

•Understandingthatvisualsprovideadditionalinformation and use them to make meaning

Use prior knowledge of the cueing system; semantics (meaning cues), syntax (grammatical cues) and graphophonics (visual cues) to read for meaning e.g.

•Choosing the best strategy to use to maintain meaning and explain this choice e.g. says I didn’t know this word so I ‘substituted’ it with another word and ‘read- on’ to see if it made sense

• ‘DeterminingImportance’byidentifyingkey words and phrases in a text e.g. by underlining or highlighting

•Useknowledgeofpunctuation;capitals,exclamation marks, commas, question marks, speech marks to enhance phrasing, intonation and comprehension when reading

•Recallingandsummarisingthemainideasfrom a written and spoken text

Wha

t do

I use

this

Rea

ding

Tex

t for

?

•Selectbookstosuitdifferentpurposese.g. says this book is to find out about horses

•Usetitle,headings,subheadingsandcontents page to decide what information is inside

•Readandviewlongernarrativeandinformation texts supported by pictures with some complex language and ideas e.g. locate information in labelled diagrams

•Makecomparisonsbetweentextsthatareabout the same subject e.g. says that book’s better because it’s got more pictures

• Identifyandsequencemainevents,analysing characters, feelings and behaviour within stories

• Independentlyreadnarrativeandinformational texts with familiar structures, such as pictures or diagrams for visual support

•Readandrespondtoliteralinformationandmake informed inferences e.g. says I think the lava must have been hot because it says here that ‘it was red and glowing’

• Locatespecificinformationfromtextse.g. information in a graph, print, table or diagram

•Comparecharacters,plotsandsettingsin a range of texts e.g. says the hero in this novel is very different to the hero in that novel because...

• Identifyandcorrectlysequencemaineventsin a long story or history narrative

• Identifythemese.g. magic, happily ever after and experiences in literary texts

•Drawconclusionse.g. after reading short history texts concludes that farmers shot rabbits so there’d be more grass for their sheep

• Identifypurposesofarangeofdifferenttexttypes e.g. contents, tables, headings, visuals

• Locateappropriatetextstheyneedfordifferent purposes using search skills e.g. online, in library

• Independentlyreadandcomprehendage-appropriate/cross curricula texts, with some unfamiliar ideas, for information or pleasure

•Readandrespondtotextsbyansweringliteral, inferential and interpretive questions

•Readandselectexplicitinformationfromatext for a specific purpose e.g. taking notes on the habitats of lizards for a science inquiry-based project

• Identifymainideasintextsandjustifyanopinion on why they are important

• Wha

t do

es th

e R

eadi

ng T

ext s

ay?

• Wha

t has

the

auth

or u

sed

to s

ay it

?

Discuss and respond to shared and independently read texts by:•Discussinghowcharactersoreventscould

have been created differently

•Makingconnectionsbetweenideasandevents in texts and their own experiences

•Whenprompted,drawingsimpleinferencesabout characters and events e.g. when asked ‘why did she choose an orange?’ says ‘because she was hungry’ or ‘because she didn’t like apples’

•Retellingthemainideasofaspokenorwritten text

Discuss and respond to shared and independently read texts by:•Discussingtextsandmakingconnections

with characters, story lines and settings

•Givingopinionsandreasonsaboutwhattheauthor is trying to tell us or to make us think

• Independentlydrawingsimpleinferencesfrom texts e.g. says people don’t live near the river because of crocodiles

•Drawingonpriorknowledgetoenhanceunderstanding of the text e.g. says You can’t feed all lizards the same insects, if they are too big the lizard could choke

Discuss and respond to shared and independently read texts by:• Identifyingthepurposeoftextsandthe

target audience

• Listeningtothepointsofviewofothers even when they differ from their own

•Drawinginferencesfromfictionaland non-fictional texts about characters, plots and events, e.g. says Hiccup’s father thinks he is a wimp because he is not rough like the other Viking boys

•Makingpredictions

•Recallingandsummarisingmainideas

17



Reading Expectations Years 4–6: Making Meaning, Using Text and Analysing TextBy the end of Year Four students must be able to:



How

do I

Mak

e M

eani

ng fr

om th

is R

eadi

ng T

ext?

Use prior knowledge of the cueing system; semantics (meaning cues), syntax (grammatical cues) and graphophonics (visual cues) to read for meaning e.g.

•Choosingthebeststrategy to use to maintain meaning and explain this choice e.g. says I didn’t know this word so I ‘substituted’ it with another word and ‘read-on’ to see if it made sense

• ‘DeterminingImportance’byidentifyingkey words and phrases in a text e.g. by underlining or highlighting

•Usingknowledgeofpunctuation;capitals,exclamation marks, commas, question marks, speech marks to enhance phrasing, intonation and comprehension when reading

•Recallingandsummarisingthemainideasfrom a written and spoken text

Effectively use the cueing system and strategies to gain and maintain meaning when reading. These will include strategies listed in earlier years with more complex texts or at a more sophisticated level and also:

•Summarising e.g. identifies and sequences key points in a science explanation to support reasoning

•Skimming and scanning e.g locates important information using key phrases, headings and subheadings in a historical text

•Consulting a reference e.g. uses a dictionary or online database to check for meanings and pronunciation of unfamiliar words

•Readwithexpressionfollowingtheguide of punctuation marks and meaning within the text

•Effectivelyusethecueing system and strategies to gain and maintain meaning when reading. These will include strategies listed in earlier years with more complex texts or at a more sophisticated level that will be well integrated using a broad knowledge base of text structure and organisation, cultural/world knowledge, and knowledge of grammar and vocabulary.

•Summariseandsynthesiseinformationon a particular topic from several written and spoken and multi-model texts and make accurate generalisations about the topic e.g. interviews a source on waste management, watches a documentary on recycled water and reads current science-based texts on grey water to evaluate and compare different points of view on the topic

Wha

t do

I use

this

Rea

ding

Tex

t for

?

• Identifypurposesofarangeofdifferenttexttypes e.g. contents, tables, headings, visuals

• Locateappropriatetextstheyneedfordifferent purposes using search skills e.g. online, in library

• Independentlyreadandcomprehendage-appropriate/cross curricula texts, with some unfamiliar ideas, for information or pleasure

•Readandrespondtotextsbyansweringliteral, inferential and interpretive questions

•Readandselectexplicitinformationfromatext for a specific purpose e.g. taking notes on the habitats of lizards for a science inquiry-based project

• Identifymainideasintextsandjustifyanopinion on why they are important

• Independentlyread,viewandrespondtoabroad range of narrative, informational and persuasive texts that contain some complex ideas and themes

•Readandrespondtoliteralandimpliedinformation in texts e.g. answer questions at literal, inferential and interpretive level

•Reflectonreadingmaterialpreferences,responses to texts, and strategies used for meaning making and describe them orally

• Locateandrecordinformationonatopicfrom a few different sources, by previewing, skimming and scanning

•Respondtotextsusingarangeofactivities,determined by individual learning styles e.g. make a collage or develop a play script, write a poem or collate information in a Venn diagram

•Read,viewandrespondtoawidevarietyofnarrative, information and persuasive texts that explore ideas from different historical, geographical and cultural contexts

•Readandrespondtotextse.g. answer questions at literal, inferential, interpretive and critical/evaluative level

• Locateandsourcespecificinformationusingevaluative research skills e.g. use a range of graphic organisers to record information

•Useastrategytoreflectonreadingundertaken e.g. keep a reading journal

• Identifymainidea,moral,messageortheme in a written or visual text

•Rankorratetextsinrelationtohowwelltheysuit intended audience and purpose

• Wha

t do

es th

e R

eadi

ng T

ext s

ay?

• Wha

t has

the

auth

or u

sed

to s

ay it

?

Discuss and respond to shared and independently read texts by:• Identifyingthepurposeoftextsandthe

target audience

• Listeningtothepointsofviewofothersevenwhen they differ from their own

•Drawinginferencesfromfictionaland non-fictional texts about characters, plots and events e.g. says Hiccup’s father thinks he is a wimp because he is not rough like the other Viking boys

•Makingpredictions

•Recallingandsummarisingmainideas

Discuss and respond to shared and independently read texts by:• Identifyingsomedevicesauthorsusee.g.

choice of language and images used in persuasive and informational texts

•Engagingindiscussionsandcreatingresponses about texts by considering point of view, author intent and different perspectives

•Findingexamplesoflanguagebeingusedto portray characters, events and people in particular ways

•Recognisingthedifferentstyleandwordsused in informational reports

Discuss and respond to shared and independently read texts by:• Identifyingsomedevicesauthorsusee.g.

evaluate different websites by comparing content, layout, language and style choice, jargon and technical words

• Individuallycreatingresponsesabouttexts by considering author intent, different perspectives and identifying and justifying point of view

T–9 Diagnostic Net The Continua – Writing in the curriculum

DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Writing in the curriculum18

Writingin the

Curriculum


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Writing in the curriculum 19

Writing is a complex activity. The writer is simultaneously involved with

• thinking of what to write

• coherence and cohesion of the text

• formation and legibility of individual letters

• spelling

• grammar including punctuation

• layout

• tone and register, and

• organisation and selection of appropriate content for an intended audience.

Children cannot manage all the demands of written language at the same time. They need to be able to focus on one or two of these aspects of writing at one time so that they can practise new skills until they become automatic. Teachers who demand neat writing, correct punctuation and perfect spelling while children are learning to master new skills run the risk of promoting the creation of short boring texts written by children who have no interest in the message only in what the teacher demands.

An essential part of learning to write is the opportunity to interact with teacher and peers. Children must be encouraged to question, compare, modify and share with peers throughout the writing process. The talk generated in problem-solving sessions provides crucial information and insights for teachers into student understandings of the writing process.

Time to practise the skills and develop understandings is an essential component of the writing program. Children also need time to reflect on what they know and to think about what they need to know so that they have ownership and control of their own writing development.(Adapted from First Steps: Writing Resource Book, Longman, 1994. Page 4.)

The skills presented in the following pages require integrated approaches to the teaching of writing. Each of the skills need to be taught explicitly and modelled, at times in isolation but always and continuously brought together in order to ensure that children can write to

• communicateinformation

• clarifythinking,and

• learnnewconceptsandinformationinandthrough the curriculum.

20


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Writing in the curriculum

WRITING

By

the

end

of

Tran

sitio

n st

uden

ts

mus

t be

able

to

By

the

end

of

Year

One

stu

dent

s m

ust b

e ab

le to

By

the

end

of

Year

Tw

o st

uden

ts

mus

t be

able

to

By

the

end

of

Year

Thr

ee s

tude

nts

mus

t be

able

to

By

the

end

of

Year

Fou

r stu

dent

s m

ust b

e ab

le to

By

the

end

of

Year

Fiv

e st

uden

ts

mus

t be

able

to

By

the

end

of

Year

Six

stu

dent

s m

ust b

e ab

le to

• Why Am I writing this text? • Who will read this text?•W

ritesimplesentencesusing

inve

nted

spe

lling,

e.g

. I h

av a

dg

for I

hav

e a

dog

•Writemessagesforarangeof

purp

oses

and

aud

ienc

es a

cros

s th

e cu

rricu

lum

e.g

. lab

el a

dia

gram

of

an

inse

ct in

sci

ence

; mak

e a

birth

day

card

, a la

bel,

a si

gn

•Com

pose

and

write

text

s with

2–

3 lin

ked

sent

ence

s us

ing

pers

onal

and

cla

ss e

xper

ienc

es

as s

timul

us•C

hooseanduseatextformtosuit

writ

ing

purp

ose

e.g.

Writ

ing

Purp

ose:

Text

form

ex

ampl

es:

Inst

ruct

List

, ins

truct

ions

to

com

plet

e an

art

proj

ect

Ente

rtain

Nar

rativ

e, p

oem

Des

crib

eR

epor

t, la

bels

Rec

ount

An e

vent

Soci

alis

eIn

vita

tion

•Com

pose

and

write

text

s co

ntai

ning

mor

e th

an th

ree

sent

ence

s w

ith li

nked

idea

s in

an

appr

opria

te s

eque

nce

for f

amilia

r au

dien

ces

e.g.

lette

r to

a re

lativ

e

or fr

iend

•Chooseanduseanappropriate

text

form

to s

uit w

ritin

g pu

rpos

e e.

g.

Writ

ing

Purp

ose:

Text

form

ex

ampl

es:

Inst

ruct

Rec

ipe

Ente

rtain

Nar

rativ

e, p

oem

Des

crib

eR

epor

t, m

enu

Rec

ount

An e

vent

Soci

alis

eAp

olog

yPe

rsua

dePe

rson

al o

pini

on

•Com

pose

and

write

text

s co

ntai

ning

sev

eral

link

ed id

eas

follo

win

g th

e fo

rmat

and

lang

uage

co

nven

tions

app

ropr

iate

to th

e te

xt

form

e.g

. writ

e a

para

grap

h ab

out

why

they

thin

k ea

ting

fruit

is g

ood

for y

ou•C

hooseanduseanappropriate

text

form

to s

uit w

ritin

g pu

rpos

e e.

g.

Writ

ing

Purp

ose:

Text

form

ex

ampl

es:

Inst

ruct

Expe

rimen

t, di

rect

ions

Ente

rtain

Nar

rativ

e, p

oem

Des

crib

eR

epor

t, m

enu

Rec

ount

An e

vent

Pers

uade

Expo

sitio

n So

cial

ise

Lette

r

• Com

pose

and

write

a ra

nge o

f te

xts m

ovin

g be

yond

per

sona

l ex

perie

nces

that

con

tain

ess

entia

l in

form

atio

n an

d br

ief e

labo

ratio

ns

on th

e gi

ven

topi

c e.

g. d

escr

ibe

how

to s

hare

a b

ox o

f cho

cola

tes

amon

gst f

riend

s in

way

s th

at th

ey

all g

et th

e sa

me

amou

nt•C

hooseanduseanappropriate

text

form

to s

uit w

ritin

g pu

rpos

e e.

g.

Writ

ing

Purp

ose:

Text

form

ex

ampl

es:

Inst

ruct

Rec

ipe

Ente

rtain

Nar

rativ

e, p

oem

, jok

eD

escr

ibe

Rep

ort,

men

uR

ecou

ntJo

urna

l Ent

ryPe

rsua

deAr

gum

ent

Soci

alis

eAp

olog

y

• Com

pose

and

write

a ra

nge

of te

xts w

ith s

ever

al lin

ked

para

grap

hs e

.g. r

eads

toda

y’s

wea

ther

repo

rt fo

r the

NT,

des

crib

es

the

wea

ther

pat

tern

and

com

pare

s th

e w

eath

er in

Dar

win

with

thei

r lo

cal c

omm

unity

•Chooseanduseanappropriate

text

form

for d

iffer

ent p

urpo

ses

e.g.

Writ

ing

Purp

ose:

Text

form

ex

ampl

es:

Inst

ruct

Expe

rimen

t, m

anua

lEn

terta

inN

arra

tive,

poe

m, b

alla

dD

escr

ibe

Geo

grap

hica

l rep

ort

Rec

ount

Auto

biog

raph

ySo

cial

ise

Anno

unce

men

tIn

quire

Surv

eyEx

plai

nTi

met

able

Pers

uade

Com

petit

ion

entry

•Com

pose

and

write

text

s whi

ch

are

cohe

sive

and

con

sist

of s

ever

al

para

grap

hs in

leng

th e

.g. o

utlin

es

reas

ons

for a

nd a

gain

st n

ot

havi

ng a

new

sw

ing

in th

e sc

hool

pl

aygr

ound

, usi

ng d

ata

gath

ered

in

a m

aths

less

on•U

seappropriatestructureand

lang

uage

con

vent

ions

whe

n w

ritin

g di

ffere

nt te

xt fo

rms

•Chooseanduseappropriatetext

form

for d

iffer

ent p

urpo

ses

e.g.

Writ

ing

Purp

ose:

Text

form

ex

ampl

es:

Inst

ruct

Expe

rimen

t, m

anua

lEn

terta

inSo

ng ly

ric

Des

crib

eIn

dex,

glo

ssar

yR

ecou

ntM

inut

es o

f a m

eetin

gSo

cial

ise

Cha

t roo

mIn

quire

Inte

rvie

wEx

plai

nJo

urna

lPe

rsua

deJo

b ap

plic

atio

n

• What do I want to say? • What will I use to say it? Questioning and critiquing texts

•Usepersonalexperienceasa

stim

ulus

for w

ritin

g si

mpl

e te

xts

e.

g. w

rite

a re

coun

t afte

r a

lang

uage

exp

erie

nce:

I mAd

a p

n fo

r ‘I m

ade

a pla

ne’

•Describefamiliarpeople,places,

obje

cts

and

even

ts in

thei

r writ

ing

•Maintainathem

eortopic

e.

g. in

sect

s, c

ount

ing

thro

ugho

ut

•Useasmallrangeof

voca

bula

ry re

late

d to

topi

cs

bein

g st

udie

d at

sch

ool

•Choosewordstogivewritingmore

impa

ct e

.g. u

se•s

ubje

ct-s

peci

fic v

ocab

ular

y in

in

form

atio

nal t

exts

e.g

. pla

net,

sola

r sys

tem

•the

lang

uage

of l

itera

ture

in

nar

rativ

es e

.g. o

nce

upon

a

time.

..•s

ome

adje

ctiv

es in

thei

r writ

ing

e.g.

big

car

•Usetextualandvisualresources

e.g.

dia

gram

s, c

olou

r or i

llust

ratio

ns

to g

ive

writ

ing

mor

e im

pact

•Usesubject-specificvocabulary

in in

form

atio

nal t

exts

e.g

. co

nden

satio

n, w

ater

cyc

le•U

sesom

eprecisewords

e.g.

whi

sper

ed in

stea

d of

sai

d•U

senouns,verbsandadjectives

to e

nhan

ce w

ritin

g e.

g. w

rites

Th

e gr

umpy

old

man

yelle

d lou

dly

at Jo

hn.

Use

writ

ing

devi

ces

and

voca

bula

ry

to en

hanc

e writ

ing:

•Includebackgroundinformation

in te

xts

to o

rient

the

read

er to

the

setti

ng o

r con

text

e.g

. tel

ls w

hy

the

fam

ily a

re le

avin

g th

eir p

lane

t•U

serepetitionwordsand

som

e si

mile

s to

influ

ence

and

en

gage

aud

ienc

e •U

sesubject-specificwords

appr

opria

tely

e.g

. writ

es th

e m

ass

of th

e ca

ke is

125

gra

ms

Use

writ

ing

devi

ces

and

voca

bula

ry

to en

hanc

e tex

t:•W

ritetextswhichprovideaudience

with

sha

red

unde

rsta

ndin

g

of c

onte

xt

e.g.

writ

es a

n in

trodu

ctio

n in

an

expo

sitio

n w

hich

giv

es th

e re

ader

an

und

erst

andi

ng o

f the

pro

blem

be

ing

addr

esse

d•usenoungroupsandadjectival

phra

ses

e.g.

qua

ntiti

es in

a

mat

hs te

xt o

r adv

erbi

al p

hras

es

e.g.

vie

wpo

int a

nd c

omm

ents

to

influ

ence

and

eng

age

audi

ence

s•w

ritetextsusingnounsand

adje

ctiv

es fr

om b

eyon

d th

eir

imm

edia

te e

xper

ienc

e e.

g. w

rites

th

e icy

snow

melt

ed

Use

writ

ing

devi

ces

and

voca

bula

ry

to en

hanc

e tex

t:•W

ritetextswhichclearlygivethe

audi

ence

a s

hare

d un

ders

tand

ing

of c

onte

xt•U

seincreasinglycom

plex

lang

uage

/voc

abul

ary

from

ex

perie

nces

and

idea

s th

at

are

unfa

milia

r•Frequentlyuse

– p

hras

es a

nd c

laus

es to

el

abor

ate

an id

ea

– a

bstra

ct n

ouns

–

tech

nica

l ter

ms

– o

bjec

tive

lang

uage

–

figu

rativ

e la

ngua

ge

in

thei

r writ

ing

depe

ndin

g on

pu

rpos

e an

d au

dien

ce o

f tex

t e.g

. us

es f

igur

ativ

e la

ngua

ge w

hen

com

posi

ng a

per

suas

ive

text

How will I put my Written Text together?

•Assignamessagetoownwriting

and

‘read

bac

k’ st

raig

ht a

fter

writ

ing

e.g.

writ

es Iw

tthel

for

I wen

t to th

e lib

rary

•Workwithteacherto

co

nstru

ct s

ente

nces

Parti

cipa

te in

writ

ing

proc

ess:

•P

lan fo

r writ

ing

by e

ngag

ing

activ

ely

in jo

int d

iscu

ssio

ns a

nd

expe

rienc

es to

bui

ld v

ocab

ular

y an

d ge

nera

l kno

wle

dge

•Dra

ft w

ritin

g, h

ave

a go

at s

pellin

g an

d ge

tting

idea

s on

pap

er•C

onfe

r: re

ad b

ack

own

writ

ing

w

ith c

onsi

sten

t mes

sage

and

di

scus

s w

ith a

dult

•Refi

ne w

ritin

g by

edi

ting

with

te

ache

r sup

port,

e.g

. add

ing

wor

ds

for e

xtra

cla

rity

• Pre

sent

wor

k fo

r dis

play

(with

ad

ult s

uppo

rt)

Parti

cipa

te in

writ

ing

proc

ess:

•P

lan: p

artic

ipat

e ac

tivel

y in

ex

perie

nces

suc

h as

join

t br

ains

torm

ing

and

info

rmat

ion

colle

ctio

n ac

tiviti

es e

.g. c

lass

w

riter

’s n

oteb

ook,

dis

cuss

and

dr

aw, c

ontri

bute

s to

a p

lann

ing

tool

•Dra

ft: w

rite

willi

ngly

and

in

depe

nden

tly u

sing

env

ironm

enta

l pr

int a

nd ‘h

ave

a go

’ pad

s to

as

sist

spe

lling

•Con

fer:

read

writ

ing

with

oth

er

stud

ents

and

adu

lts to

ens

ure

clar

ity o

f mea

ning

•Refi

ne: e

dit b

y ad

ding

ext

ra w

ords

, co

rrect

ing

spel

ling

and

addi

ng

punc

tuat

ion

(with

sup

port

)•P

rese

nt w

ork

inde

pend

ently

Parti

cipa

te in

writ

ing

proc

ess:

•P

lan: w

ork

with

the

clas

s, s

mal

l gr

oups

or i

ndep

ende

ntly

to p

lan

for

writ

ing

usin

g gr

aphi

c or

gani

sers

an

d dr

awin

gs e

.g. ‘

min

d m

aps’

•Dra

ft: u

se a

pro

vide

d st

ruct

ure

to

iden

tify

orga

nise

rs/p

oint

s th

ey w

ant

to c

over

in th

eir w

ritin

g e.

g. to

writ

e a

men

u w

rites

hea

ding

s su

ch a

s en

tree,

main

cour

se, d

esse

rt•C

onfe

r: re

ad a

nd d

iscu

ss w

ritin

g w

ith o

ther

stu

dent

s an

d ad

ults

to

ensu

re c

larit

y of

mea

ning

•Refi

ne: e

dit b

y ad

ding

ext

ra

wor

ds, c

orre

ctin

g sp

ellin

g an

d ad

ding

pun

ctua

tion,

usi

ng

clas

s m

ater

ials

and

refe

renc

es

for s

uppo

rt• P

rese

nt w

ork

usin

g co

mm

unic

atio

ns te

chno

logy

or

han

dwrit

ing

and

addi

ng

pict

ures

/pho

tos

to e

nhan

ce

wor

k if

appr

opria

te

Parti

cipa

te in

writ

ing

proc

ess:

•P

lan: c

ondu

ct re

sear

ch a

nd

wor

k w

ith th

e cl

ass,

sm

all g

roup

s or

inde

pend

ently

to p

lan

for

writ

ing

usin

g gr

aphi

c or

gani

sers

e.

g. s

eman

tic g

rids

•Dra

ft: d

evel

op th

eir o

wn

stru

ctur

e to

iden

tify

org

anis

ers/

poin

ts th

ey

wan

t to

cove

r in

thei

r writ

ing

e.

g. to

writ

e an

apo

logy

use

s a

sim

ple

lette

r for

mat

•C

onfe

r: re

ad a

nd d

iscu

ss w

ritin

g w

ith o

ther

stu

dent

s an

d ad

ults

to

enha

nce

the

qual

ity o

f the

writ

ing

•Refi

ne: e

dit b

y ad

ding

phr

ases

, co

rrect

ing

spel

ling

and

addi

ng

punc

tuat

ion,

usi

ng c

lass

mat

eria

ls

and

refe

renc

es fo

r sup

port

•Pre

sent

wor

k in

way

s th

at a

chie

ve

a sp

ecifi

c ef

fect

Parti

cipa

te in

writ

ing

proc

ess:

•P

lan: o

rgan

ise

idea

s be

fore

w

ritin

g us

ing

grap

hic

orga

nise

rs•D

raft:

dev

elop

an

appr

opria

te

over

all s

truct

ure

for t

heir

writ

ing

to

mee

t a s

peci

fic p

urpo

se e

.g.

writ

es ‘in

trodu

ction

, equ

ipmen

t ne

eded

, wha

t we

did, w

hat w

e fo

und

out’ a

s a st

ructu

re fo

r writi

ng

up a

scien

ce e

xper

imen

t•C

onfe

r: pr

epar

e to

sha

re w

ritin

g an

d re

spon

d to

sug

gest

ions

to

refin

e•R

efine

: edi

t by

mov

ing

text

, ad

ding

phr

ases

, cor

rect

ing

spel

ling

and

addi

ng p

unct

uatio

n, u

sing

re

fere

nces

for s

uppo

rt•P

rese

nt w

ork

choo

sing

an

appr

opria

te p

rese

ntat

ion

styl

e fo

r aud

ienc

e e.

g. p

ower

-poi

nt

pres

enta

tion

for s

tand

and

de

liver

pre

sent

atio

n

Parti

cipa

te in

writ

ing

proc

ess:

•P

lan: u

se k

now

n pl

anni

ng

met

hods

and

a w

ritin

g jo

urna

l•D

raft:

writ

e an

app

ropr

iate

st

ruct

ure

for i

nfor

mat

ion

or

argu

men

t tex

ts e

.g. i

ntro

duct

ion

outli

ning

thei

r top

ic o

r pos

ition

, fo

llow

ed b

y a

few

poi

nts

logi

cally

or

gani

sed

(or s

uppo

rting

ar

gum

ents

) and

con

clus

ions

•col

labor

ate w

ith o

ther

s an

d re

spon

d to

oth

ers’

writ

ing

with

co

nstru

ctiv

e co

mm

ents

•Refi

ne: e

dit t

o im

prov

e th

e qu

ality

an

d co

nstru

ctio

n of

the

text

•Pre

sent

text

s us

ing

a ra

nge

of

pres

enta

tion

styl

es a

nd v

isua

l ch

oice

s to

max

imis

e th

e im

pact

of

the

writ

ing,

and

just

ify th

e pr

esen

tatio

n ch

oice

usi

ng a

udie

nce

and

purp

ose

•Par

aphr

ase t

he m

ain

idea

s of

a

writ

ten

or s

poke

n te

xt o

r di

scus

sion

incl

udin

g gi

ving

thei

r ow

n op

inio

n w

ith s

uppo

rting

ev

iden

ce e

.g. b

ook

revi

ew

21



How can I make the code in Written Texts?Se

nten

ce s

truct

ure

•Writesimplemessagesusing

a m

ixtu

re o

f upp

er a

nd lo

wer

ca

se le

tters

and

exp

erim

ent w

ith

punc

tuat

ion,

e.g

. MiD

ds sk

for

My d

ad is

sick

•Displayunderstandingofconcepts

of p

rint –

left

to ri

ght,

top

to b

otto

m

whe

n w

ritin

g

Sent

ence

stru

ctur

e•W

ritesimplesentencesincluding

spac

ing

betw

een

wor

ds e

.g.

We

wet to

shop

for W

e we

nt to

th

e sh

op

Sent

ence

stru

ctur

e•W

ritesimpleandsomecompound

sent

ence

s th

at c

onta

in o

ne id

ea

e.g.

writ

es W

e we

nt to

the

shop

fo

r a d

rink

Sent

ence

stru

ctur

e•W

ritecompoundsentences

e.

g. w

rites

we

went

to th

e sh

op fo

r a

drink

bec

ause

we

were

hot

.

Sent

ence

stru

ctur

e•W

ritecompoundsentenceswith

corre

ct n

oun,

pro

noun

agr

eem

ent

e.g.

Dan

and

I w

ent t

o th

e sh

op

for a

drin

k an

d he

bou

ght a

n or

ange

juic

e

Sent

ence

stru

ctur

e•W

ritecom

plexsentenceswith

corre

ct s

ubje

ct-v

erb

agre

emen

t e.

g. th

e tin

box

exp

ande

d

beca

use

we

heat

ed it

in th

e ov

en

Sent

ence

stru

ctur

e•W

riteavarietyofsimple,

com

poun

d an

d co

mpl

ex s

ente

nces

Punc

tuat

ion

•Usesom

ecapitallettersand

full

stop

s

Punc

tuat

ion

•Usecorrectsentencepunctuation

i.e. c

apita

l let

ters

, ful

l sto

ps,

ques

tion

mar

ks

Punc

tuat

ion

•Usecapitalsforpropernouns

and

com

mas

for l

ists

Punc

tuat

ion

•Useexclamationmarks

Punc

tuat

ion

•Writequotationmarkstoindicate

dire

ct s

peec

h

Punc

tuat

ion

•Punctuatesentencescorrectly

and

use

com

mas

for i

mpa

ct w

hen

addi

ng c

laus

es a

nd p

aren

thes

es•W

ritedialogueusingquotation

mar

ks, c

omm

as, a

nd fu

ll st

ops

and

new

line

for e

ach

spea

ker

•Useapostropheofpossession

corre

ctly

(sin

gula

r and

plu

ral)

Para

grap

h St

ruct

ures

•Useparagraphstosequence

ke

y id

eas

•Linksentencesonthesametopic

into

par

agra

phs,

not

nec

essa

rily

follo

win

g pa

ragr

aph

conv

entio

ns

Para

grap

h St

ruct

ures

•Useparagraphsandheadingsto

sepa

rate

idea

s•O

rganisesentencesonthesame

topi

c or

idea

into

par

agra

phs

leav

ing

a lin

e or

inde

ntat

ion

to

indi

cate

a n

ew p

arag

raph

Para

grap

h St

ruct

ures

•Useparagraphstoseparatepoints

•Linksentencesonthesame

topi

c in

to p

arag

raph

s in

clud

ing

a to

pic

sent

ence

, ela

bora

tion

and

conc

ludi

ng s

ente

nce

Para

grap

h St

ruct

ures

•Useparagraphstoorderand

sequ

ence

arg

umen

ts

Coh

esio

n•U

secorrectwordorderin

a

sent

ence

Coh

esio

n •U

sesimpleconnectives

e.g.

bec

ause

, and

in w

ritin

g

to li

nk id

eas

Coh

esio

n •U

seconnectives,e

.g. s

o, th

en to

co

nstru

ct c

ompo

und

sent

ence

s

Coh

esio

n •U

seconnectivesthatindicatetime

e.g.

afte

r lun

ch, T

he n

ext d

ay to

co

nstru

ct c

ompo

und

sent

ence

s

Coh

esio

n•U

seavarietyofconnectives

to s

how

cau

se a

nd e

ffect

e.g

. si

nce,

whe

n, w

hile

and

tim

e flo

w

e.g.

mea

nwhi

le, f

inal

ly, la

ter o

n

Coh

esio

n•M

aintainconsistenttense

w

ithin

sen

tenc

e•U

seavarietyofconnectivesto

show

cau

se a

nd e

ffect

e.g

. as

a re

sult,

ther

efor

e, c

ompa

re a

nd

cont

rast

e.g

. but

, as,

if a

nd to

add

in

form

atio

n e.

g. a

s w

ell

•Writeinthefirstorthirdperson

cons

iste

ntly

acr

oss

a te

xtSp

ellin

gSo

und

•Hea

r sou

nds

in w

ords

•Rep

rese

nt th

e do

min

ant s

ound

s he

ard

in w

ords

•ora

lly s

egm

ent w

ords

into

ons

et

and

rime

e.g.

b-a

t, s-

it•R

ecog

nise

rhym

ing

wor

ds th

at

they

hea

rVi

sual

•Spe

ll or

ally

(sou

ndin

g it

out)

and

in w

ritin

g a

smal

l ban

k of

hig

h fre

quen

cy w

ords

incl

udin

g th

eir

own

nam

e

Spel

ling

Soun

d•S

pell

wor

ds w

ith s

hort

vow

els

and

cons

onan

t ble

nds

– us

e on

set

and

rime

to b

uild

wor

d fa

mily

gr

oups

e.g

. b-u

mp,

l-um

p, r-

ump

•Use

dig

raph

s e.

g. c

h, w

h in

th

eir w

ritin

g•R

epre

sent

all

soun

ds in

a w

ord

with

sym

bols

and

leav

e sp

aces

be

twee

n w

ords

Visu

al

•Spe

ll so

me

high

freq

uenc

y w

ords

co

rrect

ly e

.g. w

ent,

the,

mum

Spel

ling

Soun

d•R

epre

sent

all

soun

ds in

wor

ds,

incl

udin

g vo

wel

sou

nds

•Und

erst

and

that

lette

r nam

es

rem

ain

cons

tant

but

the

soun

ds

they

repr

esen

t may

var

y•U

se v

owel

dig

raph

s e.

g. e

e,

ou, a

i in

thei

r writ

ing

•Rep

rese

nt m

ost i

nitia

l and

fina

l co

nson

ant b

lend

s e.

g. b

r, st

Visu

al

•Writ

e an

incr

easi

ng n

umbe

r of

high

freq

uenc

y w

ords

•kno

w th

e or

der o

f the

alp

habe

tM

eani

ng•U

se s

uffix

es e

.g. i

ng, e

d C

onne

ctin

g•U

se k

now

ledg

e of

ons

et

and

rime

to s

pell

new

wor

ds

e.g.

use

kno

wle

dge

of s

-eat

to

writ

e m

-eat

.

Spel

ling

Soun

d•U

se m

ore

diffi

cult

cons

onan

t di

grap

hs e

.g. p

h, g

h•U

se 2

and

3 le

tter b

lend

s,

e.g.

str,

spl

in th

eir w

ritin

g•R

epre

sent

all

vow

el a

nd

cons

onan

t sou

nds

in a

wor

d,

plac

ing

vow

el/s

in e

very

syl

labl

e•U

se lo

ng v

owel

sou

nds

incl

udin

g si

lent

‘e’ in

thei

r writ

ing

e.g.

cak

eVi

sual

•S

pell

100

– 15

0 co

mm

only

use

d hi

gh fr

eque

ncy

wor

ds c

orre

ctly

Mea

ning

•Use

som

e pr

efix

es a

nd s

uffix

es

e.g.

un,

ly, s

ub•W

rite

som

e pl

ural

s co

rrect

ly b

y ad

ding

‘s’ a

nd ‘e

s’ as

app

ropr

iate

Con

nect

ing

•Use

kno

wle

dge

of o

nset

and

rim

e to

spe

ll lo

nger

, ble

nded

wor

ds e

.g.

str-a

in, m

-ain

Spel

ling

Visu

al

•Spe

ll an

d ed

it hi

gh fr

eque

ncy

and

topi

c w

ords

e.g

. tho

usan

d,

fract

ion,

clim

ate

•Use

sile

nt a

nd d

oubl

e le

tters

in

wor

ds e

.g. k

nock

, beg

inni

ngM

eani

ng•U

se p

lura

ls c

orre

ctly

•Use

com

mon

con

tract

ions

e.

g. d

on’t

, won

’t, c

an’t

•Use

com

poun

d w

ords

, e.

g. fo

otba

llC

onne

ctin

g•R

ecog

nise

whe

n a

wor

d do

es n

ot

look

righ

t

Spel

ling

Visu

al

•Writ

e an

d ed

it a

larg

e nu

mbe

r of

high

freq

uenc

y an

d to

pic

wor

ds•U

se v

isua

l kno

wle

dge

of le

tter

patte

rns

whe

n at

tem

ptin

g to

spe

ll a

new

wor

dM

eani

ng•U

se s

ome

spel

ling

gene

ralis

atio

ns

e.g.

tria

ngle

, trip

od, t

ricyc

le•I

dent

ify b

ase

wor

ds•U

se s

uffix

es a

nd p

refix

es to

writ

e w

ords

•Use

con

tract

ions

cor

rect

lyC

onne

ctin

g•R

ecog

nise

whe

n a

wor

d do

es n

ot

look

righ

t and

be

able

to g

ener

ate

alte

rnat

ive

spel

lings

Spel

ling

Visu

al

•Spe

ll hi

gh fr

eque

ncy

wor

ds

with

acc

urac

yM

eani

ng•U

se k

now

ledg

e of

bas

e w

ords

to

wor

k ou

t spe

lling

e.g.

use

spe

lling

of ‘e

xper

imen

t’ to

w

rite

‘exp

erim

enta

tion’

•spe

ll di

fficu

lt co

ntra

ctio

ns c

orre

ctly

e.

g. h

aven

’t, s

houl

d’ve

Pres

enta

tion

Con

vent

ions

Writ

ing

text

•Formmostlow

ercaseandsome

uppe

r cas

e le

tters

legi

bly

by h

and

Layo

ut &

Des

ign

•Includetheirnam

ewitha

pers

onal

dra

win

g

Pres

enta

tion

Con

vent

ions

Writ

ing

text

•Handw

ritealllow

ercaseand

up

per c

ase

lette

rs le

gibl

y

Layo

ut &

Des

ign

•Writeusinglettersandwords

larg

e en

ough

for s

omeo

ne e

lse

to re

ad

Pres

enta

tion

Con

vent

ions

Writ

ing

text

•Handw

ritelowercaseandupper

case

lette

rs w

ith c

onfid

ence

, sp

eed

and

effic

ienc

y

Layo

ut &

Des

ign

•Choosealetter/fontsizeto

pres

ent t

heir

writ

ten

wor

k so

that

it

can

be re

ad e

asily

Pres

enta

tion

Con

vent

ions

Writ

ing

text

•Choosebetweenhandwriting

an

d C

omm

unic

atio

n Te

chno

logi

es

text

type

s de

pend

ing

on p

urpo

se

e.g.

cho

oses

to u

se a

spr

eads

heet

an

d gr

aphi

ng s

oftw

are

over

han

d-dr

awn

tabl

e to

max

imis

e ne

atne

ss

of a

n as

sess

men

t pie

ce

Pres

enta

tion

Con

vent

ions

Writ

ing

text

•Choosebetweenhandwriting

an

d C

omm

unic

atio

n Te

chno

logi

es

text

type

s de

pend

ing

on s

peed

an

d ac

cura

cy n

eede

d fo

r a

parti

cula

r pur

pose

and

aud

ienc

e e.

g. u

ses

SMS

‘sho

rthan

d’ w

hen

send

ing

a m

essa

ge to

a fr

iend

but

kn

ows

this

is in

appr

opria

te w

hen

writ

ing

a na

rrativ

e in

cla

ss

22



Writing Expectations Years T–2: Purpose, Audience & DevicesBy the end of Transition students must be able to:



Why

am

I wr

iting

this

text

? W

ho w

ill re

ad th

is te

xt? •Writesimplesentencesusinginvented

spelling, e.g. I hav a dg for I have a dog•Writemessagesforarangeofpurposes

and audiences across the curriculum e.g. label a diagram of an insect in science; make a birthday card, a label, a sign

•Compose and write texts with 2–3 linked sentences using personal and class experiences as stimulus

•Chooseanduseatextformtosuitwritingpurpose e.g.

Writing Purpose:

Text form examples:

Instruct List, instructions to complete an art project

Entertain Narrative, poemDescribe Report, labelsRecount An eventSocialise Invitation

•Compose and write texts containing more than three sentences with linked ideas in an appropriate sequence for familiar audiences e.g. letter to a relative or friend

•Chooseanduseanappropriatetextformtosuit writing purpose e.g.

Writing Purpose:

Text form examples:

Instruct RecipeEntertain Narrative, poemDescribe Report, menuRecount An eventSocialise ApologyPersuade Personal opinion

Wha

t do

I wan

t to

say?

W

hat w

ill I

use

to s

ay it

?

•Usepersonalexperienceasastimulus for writing simple texts e.g. write a recount after a language experience: I mAd a pn for I made a plane

•Describefamiliarpeople,places,objects and events in their writing

•Maintainathemeortopice.g. insects, counting throughout

•Useasmallrangeofvocabularyrelatedtopics being studied at school

•Choosewordstogivewritingmoreimpact,e.g. use

•subject-specific vocabulary in informational texts e.g. planet, solar system

•the language of literature in narratives e.g. once upon a time...

•some adjectives in their writing e.g. big car

•Usetextualandvisualresources e.g. diagrams, colour or illustrations to give writing more impact

How

will

I put

my

Writ

ten

Text

toge

ther

?

•Assignamessagetoownwritingand‘readback’ straight after writing e.g. writes Iwtthel to represent I went to the library

•Workwithteachertoconstructsentences

Participate in writing process:

•Plan for writing by engaging actively in joint discussions and experiences to build vocabulary and general knowledge

•Draft writing, have a go at spelling and getting ideas on paper

•Confer: read back own writing with consistent message and discuss with adult

•Refine writing by editing with teacher support e.g. adding words for extra clarity

•Present work for display (with adult support)


•Plan: participate actively in experiences and joint brainstorming such as information collection activities e.g. class writer’s notebook, discuss and draw, contributing to a planning tool

•Draft: write willingly and independently using environmental print and ‘have a go’ pads to assist spelling

•Confer: read writing with other students and adults to ensure clarity of meaning

•Refine: edit by adding extra words, correcting spelling and adding punctuation (with support )

•Present work independently

23



Writing Expectations Years 2–4: Purpose, Audience & DevicesBy the end of Year Two students must be able to:



Why

am

I wr

iting

this

text

? W

ho w

ill re

ad th

is te

xt?

•Compose and write texts containing more than three sentences with linked ideas in an appropriate sequence for familiar audiences e.g. letter to a relative or friend

•Chooseanduseanappropriatetextformtosuit writing purpose e.g

Writing Purpose:

Text form examples:

Instruct RecipeEntertain Narrative, poemDescribe Report, menuRecount An eventSocialise ApologyPersuade Personal opinion

•Compose and write texts containing several linked ideas following the format and language conventions appropriate to the text form e.g. writes a paragraph about why they think eating fruit is good for you


Writing Purpose:

Text form examples:

Instruct Experiment, directionsEntertain Narrative, poemDescribe Report, menuRecount An eventPersuade Exposition Socialise Letter

•Compose and write texts moving beyond personal experiences that contain essential information and brief elaborations on the given topic e.g. describes how to share a box of chocolates amongst friends in ways that they all get the same amount


Writing Purpose:

Text form examples:

Instruct RecipeEntertain Narrative, poem, jokeDescribe Report, menuRecount Journal entryPersuade ArgumentSocialise Apology

Wha

t do

I wan

t to

say?

W

hat w

ill I

use

to s

ay it

?

•Choosewordstogivewritingmoreimpacte.g. use

•subject-specific vocabulary in informational texts e.g. planet, solar system

•the language of literature in narratives e.g. once upon a time...

•some adjectives in their writing e.g. big car

•Usetextualandvisualresources e.g. diagrams, colour or illustrations to give writing more impact

•Usesubject-specificvocabularyininformational texts e.g. condensation, water cycle

•Usesomeprecisewordse.g. whispered instead of said

•Usenouns,verbsandadjectivesto enhance writing e.g. writes The grumpy old man yelled loudly at John

Use writing devices and vocabulary to enhance writing:• Includebackgroundinformationintexts

to orient the reader to the setting or context e.g. tells why the family are leaving their planet

•Userepetitionwordsandsomesimilestoinfluence and engage audience

•Usesubject-specificwordsappropriately e.g. writes the mass of the cake is 125 grams

How

will

I put

my

Writ

ten

Text

toge

ther

?


•Plan: participate actively in experiences such as joint brainstorming and information collection activities e.g. class writer’s notebook, discuss and draw, contributes to a planning tool

•Draft: write willingly and independently using environmental print and ‘have a go’ pads to assist spelling

•Confer: read writing with other students and adults to ensure clarity of meaning

•Refine: edit by adding extra words, correcting spelling and adding punctuation (with support)

•Present work independently


•Plan work with the class, small groups or independently to plan for writing using graphic organisers and drawings e.g. ‘mind maps’

• Draft: use a provided structure to identify organisers/points they want to cover in their writing e.g. to write a menu writes headings such as entree, main course, dessert

•Confer: read and discuss writing with other students and adults to ensure clarity of meaning

•Refine: edit by adding extra words, correcting spelling and adding punctuation, using class materials and references for support

•Present work using communications technology or handwriting and adding pictures/photos to enhance work if appropriate


•Plan: conduct research and work with the class, small groups or independently to plan for writing using graphic organisers e.g. semantic grids

•Draft: develop their own structure to identify organisers/points they want to cover in their writing e.g. to write an apology uses a simple letter format

•Confer: read and discuss writing with other students and adults to enhance the quality of the writing

•Refine: edit by adding phrases, correcting spelling and adding punctuation, using class materials and references for support

•Present work in ways that achieve a specific effect

24



Writing Expectations Years 4–6: Purpose, Audience & DevicesBy the end of Year Four students must be able to:



Why

am

I wr

iting

this

text

? W

ho w

ill re

ad th

is te

xt?

•Compose and write a range of texts moving beyond personal experiences that contain essential information and brief elaborations on the given topic e.g. describes how to share a box of chocolates amongst friends in ways that they all get the same amount

•Selectanappropriatetextformtosuitwritingpurpose e.g.

Writing Purpose:

Text form examples:

Instruct RecipeEntertain Narrative, poem, jokeDescribe Report, menuRecount Journal entryPersuade ArgumentSocialise Apology

•Compose and write a range of texts with several linked paragraphs e.g. reads today’s weather report for the NT, describes the weather pattern and compares the weather in Darwin with their local community

•Chooseanduseappropriatetextformfordifferent purposes e.g.

Writing Purpose:

Text form examples:

Instruct Experiment, manualEntertain Narrative, poem, balladDescribe Geographical reportRecount AutobiographySocialise AnnouncementInquire SurveyExplain TimetablePersuade Competition entry

•Compose and write texts which are cohesive and consist of several paragraphs in length e.g. outlines reasons for and against not having a new swing in the school playground, using data gathered in a maths lesson

•Useappropriatestructureandlanguageconventions when writing different text forms

•Chooseanduseappropriatetextformfordifferent purposes e.g.

Writing Purpose:

Text form examples:

Instruct Experiment, manualEntertain Song lyric Describe Index, glossaryRecount Minutes of a meetingSocialise Chat roomInquire InterviewExplain JournalPersuade Job application

Wha

t do

I wan

t to

say?

W

hat w

ill I

use

to s

ay

Use writing devices and vocabulary to enhance writing:• Includebackgroundinformationintexts

to orient the reader to the setting or context e.g. tells why the family are leaving their planet

•Userepetitionwordsandsomesimilestoinfluence and engage audience

•Usesubject-specificwordsappropriatelye.g. writes ‘the mass of the cake is 125 grams’

Use writing devices and vocabulary to enhance text:•Writetextswhichprovideaudiencewith

shared understanding of context e.g. writes an introduction in an exposition which gives the reader an understanding of the problem being addressed

• usenoungroupsandadjectivalphrasese.g. quantities in a maths text or adverbial phrases e.g. viewpoint and comments to influence and engage audiences

•writetextsusingnounsandadjectives from beyond their immediate experience e.g. writes the icy snow melted

Use writing devices and vocabulary to enhance text: •Writetextswhichclearlygivetheaudiencea

shared understanding of context

•Useincreasinglycomplexlanguage/vocabulary from experiences and ideas that are unfamiliar

•Frequentlyuse

– phrases and clauses to elaborate an idea

– abstract nouns

– technical terms

– objective language

– figurative language

in their writing depending on purpose and audience of text e.g. uses figurative language when composing a persuasive text

How

will

I put

my

Writ

ten

Text

toge

ther

?


•Plan: conduct research and work with the class, small groups or independently to plan for writing using graphic organisers e.g. semantic grids

•Draft: develop their own structure to identify organisers/points they want to cover in their writing e.g. to write an apology uses a simple letter format

•Confer: read and discuss writing with other students and adults to enhance the quality of the writing

•Refine: edit by adding phrases, correcting spelling and adding punctuation, using class materials and references for support

•Present work in ways that achieve a specific effect


•Plan: organise ideas before writing using graphic organisers

•Draft: develop an appropriate overall structure for their writing to meet a specific purpose e.g. writes ‘introduction, equipment needed, what we did, what we found out’ as a structure for writing up a science experiment

•Confer: prepare to share writing and respond to suggestions to refine

•Refine: edit by moving text, adding phrases, correcting spelling and adding punctuation, using references for support

•Present work choosing an appropriate presentation style for audience e.g. power-point presentation for stand and deliver presentation


•Plan: use known planning methods and a writing journal

•Draft: write an appropriate structure for information or argument texts e.g. introduction outlining their topic or position, followed by a few points logically organised (or supporting arguments) and conclusions

•Collaborate with others and respond to others’ writing with constructive comments

•Refine: edit to improve the quality and construction of the text

•Present texts using a range of presentation styles and visual choices to maximise the impact of the writing, and justify the presentation choice using audience and purpose

•Paraphrase the main ideas of a written or spoken text or discussion including giving their own opinion with supporting evidence e.g. book review

25



Writing Expectations Years T–2: Making the Written Code

How

can

I m

ake

the

code

in W

ritte

n Te

xts?


By the end of Year 1 students must be able to:


Sentence structure•Writesimplemessagesusinga

mixture of lower-case and upper-case letters and experiment with punctuation e.g. writies MiDds sk for My dad is sick

•Displayunderstandingofconcepts of print – left to right, top to bottom when writing

Sentence structure•Writesimplesentencesincludingspacing

between words e.g. We wet to shop for We went to the shop

Sentence structure•Writesimpleandsomecompound

sentences that contain one idea e.g. writes We went to the shop for a drink

Punctuation•Usesomecapitallettersandfullstops

Punctuation•Usecorrectsentencepunctuationi.e.

capital letters, full stops, question marks

Cohesion•Usecorrectwordorderinasentence

Cohesion•Usesimpleconnectivese.g. because,

and in writing to link ideas

SpellingSound•Hear sounds in words.

•Represent the dominant sounds heard in words

•orally segment words into onset and rime e.g. b-at, s-it

•Recognise rhyming words that they hear

Visual•Spell orally (sounding it out) and in writing a small bank of high frequency words including their own name

SpellingSound•Spell words with short vowels and consonant blends – use onset and rime to build word family groups e.g. b-ump, l-ump, r-ump

•Use digraphs e.g. ch, wh in their writing

•Represent all sounds in a word with symbols and leave spaces between words

Visual•Spell some high frequency words correctly e.g. went, the, mum

SpellingSound•Represent all sounds in words, including vowel sounds

•Understand that letter names remain constant but the sounds they represent may vary

•Use vowel digraphs e.g. ee, ou, ai in their writing

•Represent most initial and final consonant blends e.g. br, st

Visual•Write an increasing number of high frequency words

•Know the order of the alphabet

Meaning•Use suffixes e.g. ing, ed

Connecting•Use knowledge of onset and rime to spell new words e.g. use knowledge of s-eat to write m-eat

Presentation ConventionsWriting text•Form most lower-case and some upper-case letters legibly by hand

Layout & Design•Include their name with a personal drawing

Presentation ConventionsWriting text•Handwrite all lower-case and upper-case letters legibly

Layout & Design•Write using letters and words large enough for someone else to read

Presentation ConventionsWriting text•Handwrite lower-case and upper- case letters with confidence, speed and efficiency

Layout & Design•Choose a letter/font size to present their written work so that it can be read easily

26



Writing Expectations Years 2–4: Making the Written Code

How

can

I m

ake

the

code

in W

ritte

n Te

xts?




Sentence structure•Writesimpleandsomecompound

sentences that contain one idea e.g. writes We went to the shop for a drink

Sentence structure•Writecompoundsentencese.g. writes we

went to the shop for a drink because we were hot.

Sentence structure•Writecompoundsentenceswithcorrect

noun, pronoun agreement e.g. Dan and I went to the shop for a drink and he bought an orange juice

Punctuation•Usecorrectsentencepunctuation

i.e. capital letters, full stops, question marks

Punctuation•Usecapitalsforpropernounsand

commas for lists

Punctuation•Useexclamationmarks

Paragraph Structures•Useparagraphstosequence

key ideas

•Linksentencesonthesametopicintoparagraphs, not necessarily following paragraph conventions.

Paragraph Structures•Useparagraphsandheadingsto

separate ideas

•Organisesentencesonthesametopicor idea into paragraphs leaving a line or indentation to indicate a new paragraph

Cohesion•Usesimpleconnectivese.g. because,

and in writing to link ideas

Cohesion•Useconnectivese.g. so, then to construct

compound sentences

Cohesion•Useconnectivesthatindicatetime

e.g. after lunch, the next day to construct compound sentences

SpellingSound•Represent all sounds in words, including vowel sounds•Understand that letter names remain constant but the sounds they represent may vary•Use vowel digraphs e.g. ee, ou, ai in their writing•Represent most initial and final consonant blends e.g. br, st

Visual•Write an increasing number of high frequency words•Know the order of the alphabet

Meaning•Use suffixes e.g. ing, ed

Connecting•Use knowledge of onset and rime to spell new words e.g. use knowledge of s-eat to write m-eat

SpellingSound•Use more difficult consonant digraphs e.g. ph, gh•Use 2 and 3 letter blends, e.g. str, spl in their writing•Represent all vowel and consonant sounds in a word, placing vowel/s in every syllable•Uses long vowel sounds including silent ‘e’ in their writing e.g. cake

Visual•Spell 100 – 150 commonly used high frequency words correctly

Meaning•Use some prefixes and suffixes e.g. un, ly, sub•Write some plurals correctly by adding ‘s’ and ‘es’ as appropriate

Connecting•Use knowledge of onset and rime to spell longer, blended words e.g. str-ain, m-ain

SpellingVisual•Spell and edit high frequency and topic words e.g. thousand, fraction, climate•Use silent and double letters in words e.g. knock, beginning

Meaning•Use plurals correctly•Use common contractions e.g. don’t, won’t, can’t•Use compound words e.g. football

Connecting•Recognise when a word does not look right

Presentation ConventionsWriting text•Handwrite lower-case and upper- case letters with confidence, speed and efficiency

Layout & Design•Choose a letter/font size to present their written work so that it can be read easily

Presentation ConventionsWriting text•Choose between handwriting and Communication Technologies text types depending on purpose e.g. chooses to use a spreadsheet and graphing software over hand-drawn table to maximise neatness of an assessment piece

Presentation ConventionsWriting text•Choose between handwriting and Communication Technologies text types depending on speed and accuracy needed for a particular purpose and audience e.g. uses SMS ‘shorthand’ when sending a message to a friend but knows this is inappropriate when writing a narrative in class

27



Writing Expectations Years 4–6: Making the Written Code

How

can

I m

ake

the

code

in W

ritte

n Te

xts?




Sentence structure•Writecompoundsentenceswithcorrect

noun, pronoun agreement e.g. Dan and I went to the shop for a drink and he bought an orange juice

Sentence structure•Writecomplexsentenceswithcorrect

subject-verb agreement e.g. the tin box expanded because we heated it in the oven

Sentence structure•Writeavarietyofsimple,compoundand

complex sentences

Punctuation•Useexclamationmarks

Punctuation•Writequotationmarkstoindicate

direct speech

Punctuation•Punctuatesentencescorrectly

and use commas for impact when adding clauses

•Writedialogueusingquotationmarks,commas and full stops and new line for each speaker

•Useapostropheofpossessioncorrectly(singular and plural)

Paragraph Structures•Useparagraphsandheadingsto

separate ideas•Organisesentencesonthesametopic

or idea into paragraphs leaving a line or indentation to indicate a new paragraph

Paragraph Structures•Useparagraphstoseparatepoints•Linksentencesonthesametopicinto

paragraphs including a topic sentence, elaboration and concluding sentence

Paragraph Structures•Usesparagraphstoorderand

sequence arguments

Cohesion•Useconnectivesthatindicatetime

e.g. After lunch, The next day to construct compound sentences

Cohesion•Useavarietyofconnectivesto

show cause and effect e.g. since, when, while and time flow e.g. meanwhile, finally, later on

Cohesion•Maintainconsistenttense

within sentences.•Useavarietyofconnectivestoshow

cause and effect e.g. as a result, therefore, compare and contrast e.g. but, as, if and to add information, e.g. as well

•Writeinthefirstorthirdpersonconsistently across a text

SpellingVisual•Spell and edit high frequency and topic words e.g. thousand, fraction, climate•Use silent and double letters in words e.g. knock, beginning

Meaning•Use plurals correctly•Use common contractions e.g. don’t, won’t, can’t•Use compound words e.g. football

Connecting•Recognise when a word does not look right

SpellingVisual•Write and edit a large number of high frequency and topic words•Use visual knowledge of letter patterns when attempting to spell a new word

Meaning•Use some spelling generalisations e.g. triangle, tripod, tricycle•Identify base words•Use suffixes and prefixes to write words•Use contractions correctly

Connecting•Recognise when a word does not look right and be able to generate alternative spellings

SpellingVisual•Spell high frequency words with accuracy

Meaning•Use knowledge of base words to work out spelling e.g. uses spelling of ‘experiment’ to write ‘experimentation’•spell difficult contractions correctly e.g. haven’t, should’ve

Presentation ConventionsWriting text•Choose between handwriting and Communication Technologies text types depending on speed and accuracy needed for a particular purpose and audience e.g. uses SMS ‘shorthand’ when sending a message to a friend but knows this is inappropriate when writing a narrative in class

T–9 Diagnostic Net The Continua – oral language development

DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – oral language development28

oralLanguage

Development


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – oral language development 29

oral language development is the foundation for future learning in reading and writing. It is much more than learning to speak and listen since it involves an understanding of language and its purpose.

Each child comes to school with different language experiences. In the NT these experiences may be with a range of language forms including Aboriginal English, Sudanese, Italian, Vietnamese and English. Children also come to school with subtle differences in their knowledge of language and how it is used which result from cultural differences. Cultural differences in how language is used are generally about respect and politeness and may determine:

• whohastherighttotalk

• thetypesoftopicswhichcanbediscussed

• thetypesofquestionswhichwillbeasked and answered

• thepurposesforwhichlanguageisused

• thetypeandstructureoflanguage texts (both oral and written) that the child has experienced

• thetimetakentorespond

• thetypeofresponsegiven,and

• useofbodylanguage(e.g.intonation and gestures).

In school, language is essential and even critical for both teaching and learning. As a result children need to be explicitly taught the ways in which talking is used and valued in schools. It should never be assumed that children will know these ways without this explicit instruction.

Children will also need to be taught the main language of instruction in NT schools, Standard Australian English (SAE). If they come from homes in which SAE is not used they will clearly have more to learn than those who do. of particular importance is the need to explicitly teach the sounds of SAE since English has a significantly greater number of sounds (phonemes) than most languages.

Children should always be taught to make these sounds in fun and meaningful ways such as through nursery rhymes, rap and games such as chinese whispers and I Spy.

In supporting young children to develop the ways of talking needed for learning in the school environment, the focus should be on oral language development. It is therefore important that they be provided with opportunities to use their home languages to develop the thinking and communication skills that underpin literacy development in SAE.

Teachers need to focus on the oral language development of their students. This means increasing the opportunities for students to talk in meaningful ways for a variety of purposes including to clarify, argue, contradict, persuade, and report back.

For children from different cultural backgrounds, a focus on oral language and talk (both in home language and SAE) provides them with opportunities to use their already developed knowledge and experience in the school learning environment.


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – oral language development30

ora

l Lan

guag

e D

evel

opm

ent i

n th

e C

urric

ulum

ORAL

By

the

end

of T

rans

ition

st

uden

ts m

ust b

e ab

le to

:B

y th

e en

d of

Yea

r One

st

uden

ts m

ust b

e ab

le to

:B

y th

e en

d of

Yea

r Tw

o st

uden

ts m

ust b

e ab

le to

:B

y th

e en

d of

Yea

r Thr

ee

stud

ents

mus

t be

able

to:

Speech sound perception (in Home language and/or SAE)

•Identifyanddiscrim

inatebetweensoundsintheenvironm

ent

•Beaw

areofsoundsinspokenlanguage

•Listentoandfollowbriefandsimplestatem

entsandinstructions

•Respondtospokengreetingsanddirections

•Indicatehearingandgeneralunderstandingofw

hatissaid

•Identifytoneofvoiceandfacialexpressiontomakemeaning

•Discriminatebetweenspeechsounds

acco

rdin

g to

sou

nd d

escr

iptio

n

e.g.

noi

sy/v

oice

d: b

, d, g

, v, t

h, z

, zh,

(as

in

trea

sure

) j,

m, n

, ng,

l, r,

w, q

u, a

nd q

uiet

/vo

icel

ess:

p, t

, k, f

, th,

s, s

h, c

h, h

, wh,

x

•Discriminatebetweenspeechsounds

acco

rdin

g to

mou

th p

lace

men

t des

crip

tion

such

as

- A

ir th

roug

h no

se s

ound

s (m

, n, n

g)-

Lip

popp

ing

soun

ds (

p, b

)-

Tong

ue-t

appi

ng s

ound

s (t

, d)

- B

ack

of to

ngue

mov

ing

soun

ds (

k, g

)-

Ski

nny

air

flow

sou

nds

(s, z

)-

Air

on to

ngue

sou

nds

(th)

- F

at a

ir flo

w s

ound

s (s

h, z

h as

in tr

easu

re)

- F

at a

nd p

ushe

d ai

r flo

w s

ound

s (c

h, j)

- To

ngue

lifti

ng fr

ont a

nd b

ack

(l, r

)-

Air

flow

sou

nds

(h, w

, wh)

- C

ombi

natio

n so

unds

(qu

, x)

•Monitorow

nspeechtofacilitate

phon

emic

aw

aren

ess

•Monitorow

nspeech

to s

elf-

corr

ect s

peec

h pa

ttern

s

Speaking and Listening

•Havespeechunderstoodbythosefamiliarwithhom

elanguage

•Interactwithpeersandknownadults,usingtalktoestablishand

m

aint

ain

rela

tions

hips

•Speakusingeverydaylanguageandfamiliarvocabulary

•Recitefamiliarrhymes,songsandpoems

•Correctlypronounceallvowelsandthefollowingconsonantsinthethreepositions

with

in w

ords

i.e.

beg

inni

ng, m

iddl

e an

d en

d of

SA

E w

ords

Beg

inni

ng –

m,n

,p,b

,t,d,

k,g,

f,h,y

,s,r,

l,j,s

h,x,

chM

iddl

e –

m,n

,p,b

,t,d,

k,g,

f,h,n

g,y,

v,r,l

,ch,

z,x

End

– n

,m,p

,f,ng

,d,k

,t,sh

,x,c

h,s

•Relateasimplenarrativewithabeginning,m

iddleandendtothestory

•Haveenoughwordstotalkabouteventsintheirenvironm

entaboutpeople,

plac

es, a

ctio

ns, f

eelin

gs, p

ositi

on (

such

as

in, o

n, u

nder

), m

acro

tim

e co

ncep

ts

such

as

toda

y, to

nigh

t, th

is m

orni

ng, y

este

rday

, tom

orro

w•Speakin4–5wordsentencesandcompoundsentencesjoiningtwoshort

sent

ence

s to

geth

er u

sing

joi

ning

wor

ds s

uch

as: a

nd, o

r, bu

t, be

caus

e •Definecommonobjectsintermsofusee

.g. h

at, s

hoe,

cha

ir•Asksimplequestionssuchas‘C

anTom

com

ewithme?’

•Usewordsofcom

parisonsuchasheavier,bigger

•Answercom

prehensionquestionsuchas‘Whatdidyoueat?’

•Speakfreelyandconfidentlyalthoughsom

e‘easydys-fluency’m

ayattimesbe

obse

rved

(ch

arac

teris

ed b

y a)

rev

isio

ns s

uch

as ‘o

h, I

mea

nt...

’, b)

who

le w

ord

repe

titio

ns o

f one

or

two

times

suc

h as

‘I w

ent t

o th

e sh

op a

nd a

nd I

saw

...’,

c)

phra

se r

epet

ition

s of

one

or

two

times

suc

h as

‘I w

ent t

o th

e sh

op, t

o th

e sh

op’,

d)

hesi

tatio

ns s

uch

as ‘u

mm

, ah’

)•Followsimplecommandseventhoughthestimulusobjectsarenotinsight

•Followthreesequentialbutunrelatedcom

mandssuchas‘standup,touchyour

head

and

wav

e yo

ur h

and’

•Sustainattentionlongenoughtounderstandasimpleverbalinstructionwithout

inte

rrup

ting

•Attendandfocusonaspeakerwhenbeingtaughtinagroup

•Producethespeechsounds

(m,l,

n,sh

,ch,

t,d,k

,g,th

,f,z)

in is

olat

ion,

in a

m

eani

ngfu

l, fu

n co

ntex

t suc

h as

per

form

ing

the

soun

d ac

tions

in th

e M

r Ton

gue’

s H

ouse

sto

ry (

Love

& R

eilly

, 199

5)•Saysoundsinorderforaknow

nword

e.

g. s

ays

‘c’ ‘

a’ ‘t

’•Speakclearly

•Correctlypronouncethefollowingsounds

in th

e m

iddl

e an

d en

d po

sitio

n of

wor

dsM

iddl

e –

j,E

nd –

b,g

,•Speakwithsentencesthatdem

onstrate

the

follo

win

g gr

amm

atic

al m

arke

rs:

endi

ngs

that

incl

ude

– in

g (d

rivin

g),

plur

als

(bal

ls),

regu

lar

past

tens

e (s

he

wal

ked)

, irr

egul

ar p

ast t

ense

(br

oke,

fell)

, po

sses

sive

(da

ddy’

s ch

air),

3rd

per

son

pres

ent t

ense

, reg

ular

(he

wor

ks),

3rd

pers

on p

rese

nt te

nse,

irre

gula

r (s

he d

oes)

, co

ntra

ctio

ns (

he’s

a c

low

n, s

he’s

drin

king

) •Speakusingallthe‘little’wordsina

sent

ence

suc

h as

a, t

he, i

s, a

m, a

re

•Converseconfidentlywithouthard

br

eaks

in th

e flo

w o

f spe

ech

and

with

m

inim

al te

nsio

n•Com

prehendcompoundandcomplex

sent

ence

str

uctu

res

•Com

prehendshortstoriesandidentify

char

acte

rs, a

ctio

ns a

nd o

utco

mes

•Sustainattentiontolisten,lookand

unde

rtak

e fin

e m

otor

man

ipul

ativ

e sk

ills

in

an in

tegr

ated

man

ner

e.g.

pic

k up

a p

enci

l, pu

t the

blo

cks

in a

line

•Shiftattentiontoalternatebetweenlooking

and

liste

ning

to th

e te

ache

r, lo

okin

g at

thei

r w

ork

and

orga

nisi

ng a

fine

mot

or p

lann

ing

syst

em s

uch

as in

writ

ing

or d

raw

ing

•Correctlypronouncethe

follo

win

g so

unds

in th

e

thre

e po

sitio

ns w

ithin

wor

ds

i.e. b

egin

ning

, mid

dle

and

en

d of

wor

ds

B

egin

ning

– v

, th

(voi

ced)

, th

(voi

cele

ss)

M

iddl

e –

th (

voic

eles

s), t

, sh

End

– v

, th

(voi

cele

ss),

l (

voic

ed)

•Relayaconnectedstory

draw

ing

rela

tions

hips

be

twee

n ob

ject

s an

d ev

ents

and

incl

udin

g si

mpl

e de

scrip

tions

of p

eopl

e,

plac

es o

r ob

ject

s •Com

prehendshortstories

an

d id

entif

y ch

arac

ters

, ac

tions

, pla

ce, t

ime,

out

com

es

and

cons

eque

nces

•Correctlypronouncethefollowingsounds

in th

e th

ree

posi

tions

with

in w

ords

i.e.

be

ginn

ing,

mid

dle

and

end

of w

ords

Beg

inni

ng –

zM

iddl

e –

s, th

(vo

iced

), z

h (a

s in

tr

easu

re)

End

– z

, j, t

h (v

oice

d) a

nd z

h (a

s in

tr

easu

re)

•Correctlypronounceconsonantblends

such

as

pl, b

r, sw

, spr

•Purposefullycom

municatewithclear

and

artic

ulat

e sp

eech

, a c

ompr

ehen

sive

vo

cabu

lary

, and

a m

atur

e gr

amm

ar/

lingu

istic

rep

erto

ire•Followcom

plexdirectionswithlittle

repe

titio

n •Controlspeechrate,pitchandvolume

•Com

prehenduninterruptedlongerstories

and

conv

ersa

tiona

l dia

logu

e •Identifyrelationshipsbetweenpeopleand

even

ts, c

ause

and

effe

ct

•Interpretw

ithsimpleinferences


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – oral language development 31

PhonemicAwareness

•Recogniseandmatchrhymewords


•Suggestwordsthatstartwiththesamesound

•Createrhym

ingpairse

.g. f

lap,

sna

p

and

iden

tify

the

odd

wor

d ou

t in

a gr

oup

of

rhym

ing

wor

ds•Hearbeginning,medialandfinalsounds

in

wor

ds•Countthephonem

es(sounds)in

3 le

tter

wor

ds•Createwordsbychangingonephoneme

e.

g. b

at, c

at, h

at

•Createnewwords

by a

ddin

g, d

elet

ing

or

subs

titut

ing

lette

rs

e.g.

mea

t, ea

t, se

at•Identifysyllablesinoneortwo

sylla

ble

wor

ds

•Identifysyllablesinmulti-syllablewords

•Countthesounds,sym

bolsandsyllables

in w

ords

Graphophonics

•Linklettersandsoundsbymatchingletternamestotheirmost

com

mon

sou

nds

•Decodesimplecvcwordse

.g. c

-a-t

.

•Identifyalllow

er-caseandupper-case

lette

r na

mes

and

mat

ch to

som

e of

the

soun

ds th

ey m

ake

e.g.

A m

akes

‘A’ i

n A

shle

y an

d ‘A

’ in

Am

y•Decodewordsusingonsetandrime

(o

nset

is th

e be

ginn

ing

of a

wor

d; r

ime

is

the

soun

d of

the

lette

r gr

oup

at th

e en

d of

th

e w

ord

e.g.

c-a

t, ch

-at

•Dem

onstrateunderstandingof

sylla

bles

in w

ords

by

chun

king

un

know

n w

ords

into

syl

labl

es

whe

n de

codi

ng•Decodewordsusing

know

ledg

e of

ble

nds,

dig

raph

s an

d si

mpl

e pl

ural

s•Decodeusingonsetandrime

whe

re r

ime

cont

ains

vow

el

digr

aphs

e.g

. r-a

in, p

-ain

•Dem

onstrateunderstandingofsyllables

and

som

e pr

efix

es in

wor

ds b

y ch

unki

ng

unkn

own

wor

ds w

hen

deco

ding

•Decodewordsusingknowledgeofsound/

sym

bol r

elat

ions

hips

and

wor

d m

eani

ngs

e.

g. tr

i-cyc

le, t

ri-an

gle

Spelling Sound

•Hearsoundsinwords

•Representthedominantsoundsheardinwords

•Orallysegmentw

ordsintoonsetandrime

e.g.

b-a

t, s-

it•Recogniserhymingwordsthattheyhear

•Spellwordswithshortvow

elsand

cons

onan

t ble

nds

– us

e on

set a

nd r

ime

to

bui

ld w

ord

fam

ily g

roup

s e.

g. b

ump,

lu

mp,

rum

p•Usedigraphs

e.g.

ch,

wh

in th

eir

writ

ing

•Representallsoundsinawordwith

sym

bols

and

leav

e sp

aces

bet

wee

n w

ords

•Representallsounds

in w

ords

, inc

ludi

ng

vow

el s

ound

s•Understandthatletternames

rem

ain

cons

tant

but

the

soun

ds

they

rep

rese

nt m

ay v

ary

•Usevow

eldigraphs

e.

g. e

e, o

u, a

i in

thei

r w

ritin

g•Representmostinitial

and

final

con

sona

nt b

lend

s e.

g. b

r, st

•Usemoredifficultconsonantdigraphs

e.

g. p

h, g

h•Use2and3letterblendse

.g. s

tr, s

pl in

th

eir

writ

ing

•Representallvowelandconsonant

soun

ds in

a w

ord,

pla

cing

vow

el/s

in

ever

y sy

llabl

e•Uselongvow

elsoundsincludingsilent‘e’

in th

eir

writ

ing

e.g.

cak

e

Protocols and Social language

•Useacceptablegreetings,introductionsandfarewellsinspeechand

bo

dy la

ngua

ge•Usefamiliarcourtesies

•Listenattentivelyforshortperiods

•Usepeople’snamesinsocialsituationswhereappropriate

•Useinformaltalkeffectivelyinsocialinteractions

•Usesom

eimaginativelanguagewhenparticipatinginplay-basedexperiences

•Offertohelpothersappropriately

•Understand/requestinstructionsandaskforhelpusingappropriatelanguage

•Understand/requestexplanationsforactionsandevents

•Observeandinterpretclearlypresentedchangesinfacialcues,bodylanguage

and

tone

of v

oice

•Makecommentswhenaskedto

•Speakwithappropriatevolum

eincontext

•Telltheir‘new

s’toanaudiencewith

conf

iden

ce•Understand/requestassistanceand

perm

issi

on

•Askforclarificationusing

appr

opria

te la

ngua

ge

•Observeandinterpretsubtly

pres

ente

d ch

ange

s in

faci

al

cues

, bod

y la

ngua

ge a

nd to

ne

of v

oice

•Putforwardanargum

entw

ithappropriate

verb

al a

nd n

on-v

erba

l lan

guag

e •Respondtoverbalandnon-verbal

nego

tiatio

ns a

ppro

pria

tely

•Negotiatewithothersusingappropriate

verb

al a

nd n

on-v

erba

l lan

guag

e•Apologiseandacceptapologies

appr

opria

tely

•Expressthem

selfusingappropriate

chan

ges

in fa

cial

cue

s, b

ody

lang

uage

an

d to

ne o

f voi

ce

NOTE: INTERSECT WITH READING & WRITING

T–9 Diagnostic Net The Continua – Numeracy in the curriculum

DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Numeracy in the curriculum32

Numeracyin the

Curriculum


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Numeracy in the curriculum 33

In engaging with the following pages it is essential that the difference between mathematics and numeracy is understood.

A numerate person is one who can independently apply the tools of mathematics to a range of contexts outside the mathematics classroom or lesson.

Clearly one needs to learn the mathematics tools (or skills) before they can be applied. Consequently, in the early years of schooling the learning will focus on the tools (i.e. understanding numbers and mathematical concepts and how they work). As students move through the early years into the middle years the curriculum emphasis will increasingly focus on application in the curriculum;

• independentchoicesaboutwhichmathematicsto apply,

• independentchoicesabouthowtoapplythemathematics chosen, and

• howtocritiquetheeffectivenessof the choices and application in a range of contexts.

In the early years and for substantial parts of the primary years, a numeracy lesson will probably look much like a mathematics lesson. As students move through the grades numeracy learning will increasingly change from being lessons about mathematics to being lessons enabled through mathematics. At all stages of schooling however, it is anticipated that numeracy learning experiences will comprise of both mathematics lessons and opportunities

to embed and apply mathematics in the contexts of other learning areas and situations. It is in and through the application that children learn the power of mathematics and become numerate.

Teachers must always be cognisant of the numeracy ‘toolkits’ that individual students ‘bring with them’ to content lessons and be flexible enough to focus on teaching the numeracy tools – using the content as the context or vehicle – rather than focusing on ‘covering’ the content, if that is what students need.

Teachers should ensure that every lesson is an opportunity to model and teach the application of mathematics, and the decision-making about how and when it might be used for different purposes and audiences.

It is clear that if students don’t have the numeracy tools that enable access to content from learning areas such as Science, the Arts, or Health and Physical Education, their learning will be impacted upon significantly.

34 DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Numeracy in the curriculum


NUMERACYB

y th

e en

d of

Tr

ansi

tion

stud

ents

m

ust b

e ab

le to

By

the

end

of

Year

One

stu

dent

s

mus

t be

able

to

By

the

end

of

Year

Tw

o st

uden

ts

mus

t be

able

to

By

the

end

of

Year

Thr

ee s

tude

nts

mus

t be

able

to

By

the

end

of

Year

Fou

r stu

dent

s

mus

t be

able

to

By

the

end

of

Year

Fiv

e st

uden

ts

mus

t be

able

to

By

the

end

of

Year

Six

stu

dent

s m

ust b

e ab

le to

Understanding Numbers & How They Work

•Rec

ogni

se n

umbe

rs in

the

envi

ronm

ent

•Saynum

berw

ordsinsequence

forw

ard

and

back

war

d fro

m 1

to 2

0•Knowthatnum

bersaresaidin

a pa

rticu

lar o

rder

; can

hea

r and

re

cogn

ise

whe

n th

e or

der i

s w

rong

an

d at

tem

pt to

cor

rect

it• R

ecog

nise

col

lect

ions

to 5

by

subi

tisin

g (b

eing

abl

e to

tell h

ow m

any

just

by

look

ing,

not

cou

ntin

g) a

nd la

rger

co

llect

ions

by

coun

ting

each

obj

ect

•Com

pareandordercollections

to 1

0 an

d ex

plai

n w

hich

has

‘mor

e’,

‘less

’, th

e sa

me

as’,

‘not

the

sam

e as

’•U

se‘first’,‘second’,’third’etcto

indi

cate

ord

er in

a s

eque

nce

•Matchspokennumbernam

eswith

num

eric

al s

ymbo

ls a

nd c

olle

ctio

ns

up to

10

•Knowthatthetotalnum

berof

obje

cts

does

n’t c

hang

e ev

en if

they

’re

arra

nged

diff

eren

tly•Knowthatthelastnum

bersaid

w

hen

coun

ting

each

obj

ect i

n a

colle

ctio

n te

lls th

em ‘h

ow m

any’

th

ere

are

in th

e co

llect

ion

•Createanddescriberepeating

patte

rns

of s

hape

s, o

bjec

ts, s

ound

s an

d m

ovem

ents

e.g

. say

s it g

oes c

lap,

stam

p, fli

ck, c

lap, s

tam

p, fli

ck

•Countforwardsandbackw

ards

to 1

00•R

ead,write(indigitsandwords)

and

say

num

bers

to tw

enty

•Skipcountby2s,5sand10sto50

•Understandplacevalueforall

do

uble

-dig

it nu

mbe

rs, r

epre

sent

ing

thes

e in

dia

gram

s an

d m

ater

ials

an

d in

dica

ting

whi

ch p

art r

epre

sent

s ea

ch d

igit

e.g.

circ

les

the

4 in

the

num

ber 4

5 an

d in

a p

ictu

re o

f 45

indi

vidu

al o

bjec

ts o

r sha

pes,

and

sa

ys th

is sta

nds f

or fo

rty o

r fou

r ten

s•W

ritenumeralsinanswertoa

ques

tion

such

as

how

man

y

days

unt

il yo

ur b

irthd

ay?

How

m

any

hous

es in

you

r stre

et?

(u

p to

2 d

igits

)•O

rdernum

bersto100ina

sequ

ence

on

a ve

rtica

l and

ho

rizon

tal n

umbe

r lin

e

•Countconfidentlyto130starting

from

any

num

ber

•Say,readandwritenumbersto130

and

parti

tion

(bre

ak d

own)

any

of

thes

e nu

mbe

rs in

to h

undr

eds,

tens

an

d on

es•Placenum

bersto130onan

un-m

arke

d nu

mbe

r lin

e in

the

rig

ht o

rder

•Writenumbersto‘keeptrack’in

si

tuat

ions

that

requ

ire a

runn

ing

tota

l e.g

. in

a ga

me

of d

arts

or c

ards

•Countinones,tensandhundreds

to 1

000

and

say

wha

t is

chan

ging

in

the

digi

ts a

s th

e nu

mbe

rs ‘g

row

’ e.

g. s

ays

when

you

go fr

om 9

99 to

10

00 o

r 99

to 1

00 it

mov

es in

to th

e ne

xt pla

ce•Partitionandregroup3-digit

num

bers

in a

s m

any

way

s as

po

ssib

le e

.g. 5

00 is

50

tens

and

50

0 on

es, 4

0 te

ns a

nd 1

00 o

nes,

40

0 on

es, 8

tens

and

20

ones

an

d re

pres

ent t

hese

gro

ups

with

bu

ndle

s of

pop

stic

ks, s

traw

s,

or d

raw

ings

•Read,sayandwrite(indigitsand

wor

ds) w

hole

num

bers

up

to 1

000

•Com

parenum

bersupto1000and

pu

t the

m in

ord

er•R

epresentindigits,m

aterialsand

wor

ds a

ny 3

-dig

it nu

mbe

r inc

ludi

ng

num

bers

with

‘0’ in

the

tens

and

on

es c

olum

ns•Skipcountby2,5,10show

ingany

part

of th

e se

quen

ce o

n an

unm

arke

d nu

mbe

r lin

e•Knowsthat‘twiceasmuch’means

doub

le th

e qu

antit

y an

d ‘h

alf a

s

muc

h’ m

eans

hal

ve th

e qu

antit

y an

d ap

plie

s th

is k

now

ledg

e in

pra

ctic

al

cont

exts

suc

h as

mak

ing

play

dou

gh,

cord

ial,

scon

es

•Read,sayandwrite(inwordsand

digi

ts) w

hole

num

bers

to o

ne m

illion

•Com

pareandordernum

berstoa

milli

on re

pres

entin

g th

ese

on a

n un

mar

ked

num

ber l

ine

and

expl

aini

ng

thei

r pos

ition

e.

g. re

cord

s nu

mbe

rs o

n a

timel

ine

of

scie

ntifi

c in

vent

ions

in th

e 20

th c

entu

ry•U

nderstandtheplacevalueof6-digit

num

bers

as

hund

reds

of t

hous

ands

, te

ns o

f tho

usan

ds, t

hous

ands

, hu

ndre

ds, t

ens

and

ones

and

par

titio

n th

ese

in s

tand

ard

and

non-

stan

dard

w

ays

e.g.

exp

lain

s th

at th

is y

ear’s

ra

infa

ll of

186

7 m

m is

mor

e th

an

last

yea

r’s o

f 175

6 m

m b

ecau

se 1

8 hu

ndre

d is

mor

e th

an 1

7 hu

ndre

d •Identifythemultiplesandfactorsof2,

5, 1

0 an

d 20

•Read,say,w

rite(inwordsanddigits),

com

pare

and

ord

er w

hole

num

bers

to

hun

dred

milli

ons

(incl

udin

g nu

mbe

rs re

pres

ente

d in

dig

its a

nd

wor

ds s

uch

as ‘4

milli

on’)

and

ente

rs

thes

e nu

mbe

rs in

to a

cal

cula

tor

for a

pra

ctic

al p

urpo

se e

.g. m

akes

co

mpa

rison

s of

pop

ulat

ions

of

diffe

rent

citi

es o

r sta

tes

•Knowandexplaintherepeated

patte

rn o

f HTo

(hun

dred

s te

ns a

nd

ones

) acr

oss

the

plac

e va

lue

‘gro

ups’

of

one

s, th

ousa

nds

and

milli

ons

e.g.

ex

plai

ns to

ano

ther

stu

dent

how

to

visu

alis

e a

9 di

git n

umbe

r as

thre

e gr

oups

of h

undr

eds,

tens

and

one

s th

en to

nam

e th

e fir

st g

roup

as

milli

ons,

the

seco

nd a

s th

ousa

nds

e.g.

657

432

156

= 6

57 m

illion

, 432

th

ousa

nd, 1

56 o

nes

•Explaintherelationshipbetween

te

ns, o

nes

and

tent

hs u

sing

obj

ects

su

ch a

s a

bund

le o

f 10

stra

ws

whe

re

one

stra

w is

1 e

.g. s

how

s 14

.2 u

sing

on

e bu

ndle

of 1

0 st

raw

s, 4

sin

gle

stra

ws

and

2 pi

eces

of a

stra

w c

ut

into

10

equa

l pie

ces

•Read,say,w

rite(inwordsanddigits)

inte

rpre

t, co

mpa

re a

nd o

rder

all

who

le

num

bers

e.g

. com

pare

s an

d or

ders

the

popu

latio

ns o

f Aus

tralia

n ca

pita

l citi

es fr

om

larg

est t

o sm

alle

st a

nd e

xpla

ins

thei

r ord

er,

corre

ctly

read

ing

the

num

bers

•Locateandmarkallpositiveandnegative

inte

gers

on

a nu

mbe

r lin

e an

d co

mpa

re

them

in re

al c

onte

xts

e.g.

kno

ws

that

if th

ey

‘ow

e’ $

10 th

is c

an b

e re

pres

ente

d on

a

(mar

ked)

num

ber l

ine

as –

10, a

nd th

at if

the

tem

pera

ture

in y

uend

umu

is –

2° a

t nig

ht a

nd

rises

to 1

8° d

urin

g th

e da

y th

en it

has

rise

n

by 2

0°•R

eadandsaynumberswithuptothree

deci

mal

pla

ces

corre

ctly

e.g

. say

s ‘fo

rty s

ix

poin

t zer

o fiv

e tw

o’ a

nd a

lso

as ‘f

orty

six

and

fif

ty tw

o th

ousa

ndth

s’ be

ing

awar

e th

at

sayi

ng ‘f

orty

six

poi

nt z

ero

fifty

two’

is

not c

orre

ct•C

ompareandorderdecimalnum

bersin

prac

tical

con

text

s e.

g. d

eter

min

es fi

rst,

seco

nd a

nd th

ird p

lace

s in

a ra

ce g

iven

10

fin

ishi

ng ti

mes

(to

hund

redt

hs o

f a

seco

nd),

loca

tes

book

s on

a li

brar

y sh

elf

•Understandthedecimalpointseparates

who

le n

umbe

rs fr

om fr

actio

nal n

umbe

rs a

nd

that

whe

n op

erat

ing

with

frac

tiona

l num

bers

w

hole

num

bers

can

resu

lt e.

g. e

xpla

ins

why

(u

sing

dia

gram

s or

obj

ects

) 0.4

+ 0

.7 =

1.1

an

d no

t 0.1

1

Frac

tion

•Knowonehalfisoneoutoftwo

eq

ual p

arts

•Make‘half’ofacollection

e.g.

ten

of

twen

ty to

ys, f

iftee

n of

thirt

y ro

cks

•show‘onehalf’ofasym

metrical

obje

ct s

uch

as a

squ

are

sa

ndw

ich,

roun

d ca

ke, b

anan

a

cut l

engt

hwis

e et

c

Frac

tion

•Writeafraction(Inwordsand

sym

bols

) to

show

an

ever

yday

si

tuat

ion

e.g.

writ

es ‘¼

’ and

‘one

qu

arte

r’ to

repr

esen

t how

muc

h th

ey

got w

hen

cutti

ng a

n or

ange

into

four

eq

ual p

iece

s an

d ta

king

one

of t

hem

•Knowthat‘onehalf’canbe

repr

esen

ted

as ½

and

that

this

m

eans

‘one

out

of t

wo

equa

l am

ount

s or

par

ts’

•Matchthesymbolicrepresentation

with

the

wor

ds a

nd o

bjec

t (or

pic

ture

of

the

obje

ct) f

or ¼

and

½ in

a ta

ble

e.g.

sym

bol

word

sdr

awin

g¼

one

quar

ter

Frac

tion

•Knowthatthenumberofequalparts

of a

who

le o

r col

lect

ion

dete

rmin

es th

e na

me

of th

e un

it fra

ctio

n e.

g. s

ays

the

pizza

or b

ox o

f toys

is d

ivide

d int

o fiv

e eq

ual a

mou

nts s

o th

ey a

re ca

lled

fifths

•Solvereallifeproblem

sinvolving

fract

ions

by

build

ing

conn

ectio

ns

betw

een

the

num

ber o

f par

ts a

nd th

e si

ze o

f the

frac

tion

e.g.

sha

ring

a pi

zza

or b

lock

of c

hoco

late

am

ong

frien

ds

and

reco

gnis

ing

that

the

mor

e pe

ople

to

hav

e an

equ

al s

hare

, the

sm

alle

r th

e po

rtion

that

eac

h ge

ts w

ill be

Frac

tion

•Locate½,¼and⅓

on

a nu

mbe

r lin

e an

d ex

plai

n th

eir o

rder

sho

win

g un

ders

tand

ing

that

one

out

of t

wo

equa

l par

ts m

ust b

e gr

eate

r tha

n

one

out o

f 3 o

r 4 e

qual

par

ts o

f the

sa

me

quan

tity

•Knowsimplefractionalequivalents

e.g.

kno

ws

that

hal

f a b

lock

of

choc

olat

e ca

n be

½ a

nd a

lso

4 /8

•Convertmixednum

berstoim

proper

fract

ions

men

tally

by

know

ing

the

rela

tions

hip

betw

een

the

num

erat

or

and

deno

min

ator

e.g

. say

s ‘3

and

a

third

in th

irds…

ther

e’s

thre

e th

irds

in e

very

who

le s

o it

mus

t be

9 pl

us

one…

ten

third

s’

Frac

tion

•Connectdecimal,fractionandword

repr

esen

tatio

ns e

.g. k

now

s 0.

2 an

d 2/

10 b

oth

repr

esen

t tw

o te

nths

•Countinfractionsindicatingthe

diffe

rent

nam

es a

nd re

pres

enta

tions

e.

g. s

ays

one

third

, two

third

s, th

ree

third

s or o

ne, fo

ur th

irds o

r one

and

a

third

, five

third

s or o

ne a

nd tw

o th

irds..

.•R

eadandsaynumberswithtw

ode

cim

al p

lace

s co

rrect

ly e

.g. s

ays

fo

rty si

x poin

t thre

e tw

o an

d als

o as

fo

rty si

x and

thirty

two

hund

redt

hs

know

ing th

at sa

ying

‘point

thirty

two’

is no

t cor

rect

•Com

pareandordernum

bersupto

two

deci

mal

pla

ces

know

ing

that

th

e nu

mbe

r of d

ecim

al p

lace

s or

le

ngth

, doe

s no

t ref

lect

the

valu

e of

th

e nu

mbe

r e.g

. exp

lain

s w

hy 0

.4 is

gr

eate

r tha

n 0.

32•C

alculate50%

,25%

and75%

by

men

tally

usi

ng fr

actio

nal e

quiv

alen

ts

e.g.finds25%byhalvingand

ha

lvin

g ag

ain

Frac

tion

•Connectdecimalandfractionrepresentations

whe

re th

e w

hole

is a

n ob

ject

, qua

ntity

or

colle

ctio

n an

d re

ad th

ese

repr

esen

tatio

ns

corre

ctly

e.g

. kno

ws

that

0.0

23 =

23/

1000

=

‘twen

ty th

ree

thou

sand

ths’

= ‘z

ero

poin

t zer

o tw

o th

ree’

•Com

pareandorderfractionsonanunm

arked

num

ber l

ine,

usi

ng ‘e

quiv

alen

ce th

inki

ng’

e.g.

exp

lain

s/sh

ows

that

2 /3 i

s m

ore

than

3 /5

beca

use

2 /3 is

10/15

and

3 /5 i

s on

ly 9 /

15

•Interpretcalculatordisplaywhenoperatingin

mon

ey c

onte

xt e

.g. k

now

s a

disp

lay

show

ing

6.5

is $

6.50

and

dis

play

of 2

.034

may

nee

d to

be

roun

ded

or tr

unca

ted

depe

ndin

g on

co

ntex

t

•Com

bineorjoin,findthedifference

betw

een,

and

sha

re a

sm

all c

olle

ctio

n of

obj

ects

to m

odel

and

sol

ve s

impl

e st

ory

prob

lem

s ab

out t

hem

selv

es e

.g.

Fred

dy b

roug

ht 6

she

lls to

sch

ool a

nd

Loui

se b

roug

ht 5

she

lls. H

ow m

any

did

they

hav

e al

toge

ther

?•Sharesmallcollectionsofobjects

usin

g on

e-to

-one

cor

resp

onde

nce

to

form

equ

al (o

r nea

r equ

al) g

roup

s fo

r a

prac

tical

pur

pose

e.g

. sha

res

piec

es

of fr

uit o

r toy

s fa

irly

to c

lass

mat

es a

t re

cess

tim

e

•Listentoastoryandidentify

whe

ther

to c

ombi

ne, t

ake

away

or

shar

e in

ans

wer

to q

uest

ions

abo

ut

the

stor

y or

fam

iliar c

onte

xts

e.g.

Th

ere

are

four

box

es o

f pen

cils w

ith

thre

e pe

ncils

in e

ach

– ho

w m

any

penc

ils a

re th

ere

altog

ethe

r? O

R Jo

hn ki

cked

thre

e go

als a

nd B

obbie

kic

ked

four

– h

ow m

any m

ore

did

Bobb

ie kic

k tha

n Jo

hn?;

kno

ws

the

first

requ

ires

com

bini

ng a

nd th

e se

cond

requ

ires

taki

ng a

way

•Usementalstrategiestosupport

sim

ple

com

puta

tion

i.e. c

ount

ing

on in

one

s to

add

, cou

ntin

g ba

ck in

on

es to

sub

tract

, dou

blin

g, h

alvi

ng,

addi

ng m

ultip

les

of 1

0•U

se‘partitioningthinking’toaddand

subt

ract

e.g

. 11

is 4

and

7 s

o

7 +

4 =

11 s

o 11

– 4

= 7

•Quicklyrecallandselectbasic

addi

tion

and

subt

ract

ion

fact

s w

hen

play

ing

gam

es o

r in

calc

ulat

ions

e.

g. a

dds

up th

e va

lues

sho

wn

on t

wo

dice

or t

hree

car

ds•R

eadasimpleone-stepproblem

and

deci

de w

heth

er a

dditi

on o

r sub

tract

ion

is n

eede

d by

the

cont

ext e

.g. ‘

find

the

diffe

renc

e be

twee

n….’

‘How

muc

h m

ore

than

…’ ‘H

ow m

uch

alto

geth

er…

’

•Usementalstrategiestoaddand

subt

ract

all

doub

le d

igit

num

bers

, es

timat

ing

first

so

they

kno

w ro

ughl

y w

hat t

hey

mig

ht e

xpec

t for

the

answ

er•Knowhow

tohalveanddouble

num

bers

men

tally

to a

ssis

t with

m

ultip

licat

ion

calc

ulat

ions

e.g

. kno

ws

that

to fi

nd 4

x 1

6 th

at w

ill be

the

sam

e as

two

lots

of 4

x 8

•Useefficientm

ental,writtenand

calc

ulat

or s

trate

gies

to a

dd, s

ubtra

ct,

mul

tiply

and

div

ide

(incl

udin

g w

ith

deci

mal

num

bers

) to

solv

e m

ulti-

step

w

ord

prob

lem

s e.

g. to

find

how

muc

h ch

ange

they

’ll ge

t fro

m $

10 if

two

peop

le b

uy a

die

t cok

e ($

2.50

) and

a

bag

of c

hips

($2.

20),

adds

$2.

50 a

nd

$2.2

0 m

enta

lly to

get

$4.

70 d

oubl

es

$5 to

get

$10

, sub

tract

s tw

o lo

ts o

f 30c

to

get

a to

tal o

f $9.

40 a

nd d

eter

min

es

ther

e’ll

be 6

0c c

hang

e

•Readasituationand

1. d

ecid

e w

heth

er m

ultip

licat

ion

or d

ivis

ion

is

nee

ded

2. e

stim

ate

expe

cted

resu

lt be

fore

ca

lcul

atin

g fo

r gre

ater

acc

urac

y (w

ith

calc

ulat

or o

r writ

ten

met

hod)

and

3. in

terp

ret t

he re

mai

nder

of a

dec

imal

by

the

cont

ext e

.g. P

roble

m: h

ow m

any

buse

s hold

ing 1

5 pe

ople

will b

e ne

eded

to

tran

spor

t 80

peop

le? E

stim

ates

abo

ut 5

bu

ses

are

need

ed, e

nter

s 80

÷ 1

5 =

5.33

an

d de

term

ines

that

6 b

uses

are

nee

ded


Operating and Calculating•Partitionnumberstoten

e.g.

7 is

3

and

4, a

nd 6

and

1•IdentifyallA

ustraliancoinsandput

them

in o

rder

by

valu

e/w

orth

•Matchapictureofagroupof

the

sam

e ob

ject

e.g

. 4 b

icyc

les,

6

dogs

with

a w

ord

sent

ence

and

a

num

ber s

ente

nce

e.g.

(pic

ture

of

4 b

ikes

) = ‘t

here

are

four

bik

es

and

each

one

has

two

whe

els

so

ther

e ar

e ei

ght w

heel

s al

toge

ther

’ =

4 X

2 =

8, a

nd e

xten

ds th

eir t

hink

ing

to a

nsw

er ‘h

ow m

any

whe

els

do ..

..bi

kes

have

? be

yond

thos

e th

ey c

an

see

in th

e pi

ctur

e•Shareequalquantitiesfairlyby

grou

ps e

.g. r

ecog

nise

s th

at g

iven

12

pie

ces

of a

pple

and

6 c

hild

ren

they

will

get 2

pie

ces

each

•Totalthevalueofasmallnum

ber

(less

than

10)

of A

ustra

lian

coin

s

•Useanunmarkednumberlineor

men

tal s

trate

gies

to a

dd a

nd s

ubtra

ct

num

bers

by

parti

tioni

ng e

.g. w

hen

calc

ulat

ing

68 –

24

star

ts a

t 68,

su

btra

cts

20 to

get

48

and

take

s an

othe

r 4•U

seefficientm

ental,writtenand

calc

ulat

or s

trate

gies

to s

olve

one

-ste

p w

ord

prob

lem

s in

volv

ing

addi

tion

and

subt

ract

ion

e.g.

Sam

my

has

28 c

ards

an

d is

giv

en a

noth

er 1

6 –

how

man

y do

es h

e ha

ve a

ltoge

ther

?•Knowwhat‘multiply’m

eansand

draw

s an

arra

y or

gro

ups

to re

pres

ent

tabl

es to

10

x 10

•Knowwhat‘divide’m

eansanddraw

a di

agra

m to

repr

esen

t a d

ivis

ion

num

ber s

ente

nce

such

as

12 ÷

6 =

2

by fi

rst p

arap

hras

ing

as ‘h

ow

man

y lot

s of s

ix ar

e in

twelv

e?

Ther

e ar

e tw

o’•Knowandexplainthataddingand

subt

ract

ing

‘und

o’ e

ach

othe

r e.g

. sa

ys th

ree

add

four

is se

ven

but if

I n

ow ta

ke fo

ur I’l

l hav

e th

ree

again

•Describewhat’schangingina

repe

atin

g pa

ttern

suc

h as

a d

ance

or

tile

patte

rn e

.g. s

ays

it’s b

een

turn

ed

arou

nd a

nd a

roun

d ag

ain o

r the

pa

ttern

is st

amp,

clap

, hop

, sta

mp,

cla

p, h

op

•Useefficientm

entalwrittenand

calc

ulat

or s

trate

gies

to a

dd, s

ubtra

ct,

mul

tiply

and

div

ide

to s

olve

two-

step

w

ord

prob

lem

s e.

g. fo

r a c

lass

BBQ

de

term

ines

eac

h st

uden

t will

drin

k tw

o ca

ns o

f die

t cok

e, c

alcu

late

s ho

w

man

y ca

ns a

re n

eede

d al

toge

ther

and

m

ultip

lies

that

by

$2.5

0 fo

r the

cos

t of

a ca

n to

det

erm

ine

tota

l cos

t of c

ans,

w

ritin

g re

sults

of e

ach

calc

ulat

ion

dow

n as

they

go

•Checkthereasonablenessof

calc

ulat

ions

invo

lvin

g w

hole

num

bers

by

est

imat

ing

first

, usi

ng a

cal

cula

tor

or w

ritte

n m

etho

d an

d co

mpa

ring

the

answ

er o

btai

ned

with

thei

r est

imat

ion

e.g.

est

imat

es th

at 3

lots

of 2

15 m

ust

be c

lose

to 3

lots

of 2

00 s

o kn

ow th

e an

swer

is b

etw

een

600

and

700

•Readasimplewordproblemand

iden

tify

whe

ther

add

ition

, sub

tract

ion,

m

ultip

licat

ion

or d

ivis

ion

is n

eede

d fro

m th

e co

ntex

t and

wor

ds u

sed

•Knowmultiplicationfactsto10X10

and

rela

ted

divi

sion

fact

s an

d be

abl

e to

cre

ate

a si

tuat

ion

for w

hen

thes

e m

ight

be

usef

ul e

.g. s

ays

“if I

wan

t to

give

6 p

eopl

e 7

lollie

s ea

ch I’

d us

e 6

X

7 to

tell

me

how

man

y I’d

nee

d” o

r “if

I w

ante

d to

sha

re $

584

amon

g 7

peop

le

I’d u

se 5

84 ÷

7 to

find

out

how

muc

h th

ey’d

eac

h ge

t”•Identifyanddescribenumberpatterns

invo

lvin

g on

e op

erat

ion

e.g.

(2, 6

, 10,

14

) is

bas

ed o

n (+

4) a

nd (2

,4,8

,16)

is

bas

ed o

n (X

2) a

nd b

e ab

le to

find

m

issi

ng n

umbe

rs in

the

patte

rn

•Estimatemoneytotalsusingstrategies

such

as

inve

rse

oper

atio

ns a

nd

roun

ding

e.g

. (1)

est

imat

es th

e co

st

of fi

ve m

ovie

tick

ets

valu

ed a

t $9.

90

and

two

at $

15.4

0 to

det

erm

ine

whe

ther

$10

0 w

ill be

eno

ugh

or

whe

ther

the

ticke

t sel

ler c

an b

e rig

ht

whe

n he

ask

s fo

r $80

. •U

seplacevalueknowledgetopartition

num

bers

men

tally

in o

rder

to s

impl

ify

com

puta

tion

e.g.

to m

ultip

ly 2

3 by

4

thin

ks 2

tens

and

3 o

nes

mul

tiplie

d by

4

beco

mes

8 te

ns a

dd 1

2 on

es =

9

tens

and

2 =

92,

or,

thin

ks 2

3 by

4 is

11

by

4 do

uble

d, p

lus

4, o

r, 25

x 4

– 8

•Estimatetheansw

ertosimple

prob

lem

s re

quiri

ng d

ivis

ion

by

one-

digi

t num

bers

usi

ng k

now

n fa

cts

e.g.

9 p

eopl

e sh

are

$300

so

they

’ll ge

t a

bit m

ore

than

$30

eac

h si

nce

300

÷ 10

= 3

0•D

eterminetherelationshipbetween

pairs

of v

alue

s in

a ta

ble

and

pred

ict

valu

es n

ot re

pres

ente

d by

gen

eral

isin

g e.

g. p

redi

cts

the

reve

nue

from

a c

lass

en

terp

rise

sellin

g fri

ends

hip

band

s; if

5

band

s ea

rns

$10,

10

band

s ea

rns

$20,

ho

w m

uch

will

25 b

ands

ear

n?

Numb

er

of ba

nds

510

1520

25

Mone

y$1

0$2

0

•Findthepercentageofanam

ountusing

effic

ient

men

tal m

etho

ds w

here

pos

sibl

e

e.g.

to c

alcu

late

wha

t the

y’d

pay

if th

ere’

s ‘20%

off’determines10%

ofthemarked

pric

e, d

oubl

es th

is a

nd ta

kes

the

resu

lt fro

m

the

tota

l•U

seproportionalreasoningtothinkabout

and

solv

e ra

tio o

r rat

e pr

oble

ms

that

occ

ur

acro

ss th

e cu

rricu

lum

e.g

. cal

cula

tes

quan

tity

of s

alt r

equi

red

in a

sci

ence

exp

erim

ent

whe

n us

ing

1 lit

re o

f wat

er, b

ased

on

requ

irem

ent o

f 5 g

sal

t to

200

mL

wat

er, o

r if

they

nee

d tw

ice

as m

any

red

sing

lets

as

blue

one

s to

pla

y a

spor

t and

ther

e ar

e 4

red

sing

lets

then

they

nee

d 8

blue

sin

glet

s, o

r if

they

can

hav

e on

e fre

e tic

ket t

o th

e fo

otba

ll fo

r eve

ry 5

pur

chas

ed th

en th

ey w

ill ge

t 3

free

ticke

ts if

they

buy

15

Shapes and Measurement

•Usewordssuchaslonger,longest,

heav

ier,

heav

iest

, sho

rter,

shor

test

, ho

lds

mor

e, h

olds

less

, to

com

pare

ob

ject

s th

ey c

an s

ee, h

old

or to

uch

•Recogniseanddescribefamiliar

2D a

nd 3

D o

bjec

ts in

any

or

ient

atio

n, u

sing

obv

ious

feat

ures

su

ch a

s fa

ces,

sid

es a

nd c

orne

rs•M

easurelengthandcapacityof

obje

cts

usin

g th

e sa

me

info

rmal

un

it e.

g. h

and-

span

, arm

-spa

n or

cu

p ea

ch ti

me

•Countthenumberoffaces,edges

and

corn

ers

on a

cub

e or

box

, sa

ying

‘how

man

y’ of

eac

h th

ere

ar

e an

d na

min

g th

e fa

ces

as

squa

res

or re

ctan

gles

•Com

paretheweightofvarious

obje

cts

with

1 k

g by

hol

ding

1 k

g

e.g.

pac

ket o

f sug

ar in

one

han

d an

d he

fting

an

obje

ct in

the

othe

r

•Com

pareanddescribe3D

objects

and

2D s

hape

s in

thei

r env

ironm

ent

usin

g th

e m

athe

mat

ical

nam

es fo

r the

sh

apes

(squ

are,

tria

ngle

, circ

le) a

nd

wor

ds li

ke ‘e

dge’

, ‘fa

ce’,

‘cor

ner’

•Com

parethelengthoftwoobjects

by

pla

cing

or p

ositi

onin

g th

em s

ide

by s

ide

•Com

parethelengthsoftw

oobjects

that

can

’t be

pos

ition

ed n

ext t

o ea

ch

othe

r by

plac

ing

a th

ird o

bjec

t nex

t to

each

and

say

ing

whi

ch o

f the

thre

e is

lo

nger

, sho

rter,

long

est,

and

shor

test

•Correctlyputthreeobjectsinorderof

light

est t

o he

avie

st (m

ass)

by

hefti

ng•Saywhichobjectholdsmoreorholds

less

by

succ

essi

vely

pou

ring

the

amou

nts

they

bot

h ho

ld in

to a

third

co

ntai

ner a

nd c

ompa

ring

heig

hts/

leve

ls o

f the

liqu

id•C

hooseanappropriatemeasuring

inst

rum

ent t

o m

easu

re le

ngth

e.g

. ru

ler a

nd m

ass

e.g.

sca

les

•‘Measure’theareaofaflatsurface

usin

g an

info

rmal

uni

t suc

h as

a p

iece

of

pap

er a

nd p

ay a

ttent

ion

to g

aps

an

d ov

erla

ps

•Recogniseandknowthenames

of c

omm

on 3

D o

bjec

ts (

pris

ms,

py

ram

ids,

cyl

inde

rs, c

ones

) and

thei

r 2D

face

s•D

eterminethenumberofsides,

face

s an

d ve

rtice

s of

2D

and

3D

sh

apes

and

obj

ects

incl

udin

g th

ose

they

can

not h

old

•Estimatethelengthofobjects(in

met

res,

mm

and

cm

by

visu

aliz

ing

th

e un

it fir

st)

•Estimatemassbyheftingobjects

an

d co

mpa

ring

to k

now

n m

asse

s

e.g.

500

g o

f but

ter,

1 lit

re o

f milk

•Measurelengthaccuratelytothe

near

est g

radu

atio

n in

m, c

m o

r mm

, by

firs

t cho

osin

g a

mea

surin

g in

stru

men

t tha

t allo

ws

for t

he le

vel o

f pr

ecis

ion

need

ed fo

r the

pur

pose

•Measuremassbyreadingscales

(with

at l

east

5 g

ram

gra

duat

ions

) to

the

near

est 5

gra

ms

whe

n w

eigh

ing

amou

nts

e.g.

125

g o

f but

ter f

or a

cak

e•M

easureareaincm

2 usi

ng a

tra

nspa

rent

grid

and

exp

lain

wha

t to

do a

bout

the

inco

mpl

ete

squa

res

•Drawa2Dor3Dshapewhengiven

an o

ral d

escr

iptio

n of

it•C

lassifytrianglesandquadrilaterals

acco

rdin

g to

sid

e le

ngth

s, s

hape

an

d sy

mm

etry

•Understandtheconcept/m

eaningof

perim

eter

, are

a an

d vo

lum

e, w

ritin

g a

desc

riptio

n of

eac

h an

d gi

ving

ex

ampl

es o

f whe

re m

easu

ring

thes

e at

tribu

tes

mig

ht b

e ne

eded

e.g

. wat

er in

a

fish-

tank

, dis

tanc

e ar

ound

the

scho

ol

boun

dary

fenc

e, s

ize

of c

loth

nee

ded

to fu

lly c

over

a ta

ble

or b

irdca

ge•Knowthatsom

etasksrequire

mea

surin

g di

ffere

nt a

ttrib

utes

(len

gth,

ar

ea, v

olum

e, m

ass

and

tem

pera

ture

) an

d m

ore

accu

rate

mea

sure

men

t tha

n ot

hers

e.g

. mor

e ac

cura

cy re

quire

d w

hen

mea

surin

g w

ater

for c

ooki

ng

brea

d th

an w

hen

mak

ing

cord

ial

•Knowtherelationshipsbetween

kilo

met

res,

met

res,

cen

timet

res

and

m

illim

etre

s an

d us

e vi

sual

isat

ion

of

each

uni

t in

orde

r to

estim

ate

leng

ths

at a

gla

nce

•Measuremassaccuratelytothe

near

est g

radu

atio

n in

Kg,

g, a

nd

mg,

by

first

cho

osin

g an

app

ropr

iate

m

easu

ring

inst

rum

ent t

hat a

llow

s fo

r the

leve

l of p

reci

sion

nee

ded

for

the

purp

ose

e.g.

cho

oses

bat

hroo

m

scal

es to

wei

gh th

eir l

ugga

ge b

efor

e tra

vellin

g on

a p

lane

•Knowwhattranslations,reflections,

and

rota

tions

are

, and

reco

gnis

e th

em

in s

hape

s, o

bjec

ts a

nd d

esig

ns

•Visualisecommonvolum

essuchasacubic

met

re a

nd u

se th

ese

to e

stim

ate

spac

es s

uch

as v

olum

e of

a ro

om, c

apac

ity o

f a tr

aile

r or

cupb

oard

, or a

mou

nts

such

as

a pi

le o

f san

d•D

eterminewhetherperimeter,areaorvolum

eis

nee

ded

for a

task

and

whe

ther

est

imat

ion

or e

xact

mea

sure

men

t is

need

ed, e

xpla

inin

g w

hy e

.g. r

ecog

nise

s an

d ex

plai

ns th

at

estim

atin

g th

e di

stan

ce a

roun

d th

e sc

hool

ov

al a

s ab

out 4

00 m

is fi

ne w

hen

prac

tisin

g bu

t It n

eeds

to b

e ac

cura

tely

mea

sure

d fo

r sp

orts

day

to d

eter

min

e th

e sc

hool

reco

rd

•Estimatecapacityofavarietyofcupsbyfirst

visu

alis

ing

a cu

bic

cent

imet

re a

nd a

litre

•Estimatevolumeofliquidinthesamecupor

jug

fille

d to

diff

eren

t lev

els

•Chooseanduseunits,m

easuring

in

stru

men

ts a

nd g

radu

ated

sca

les

for

parti

cula

r pur

pose

s an

d ju

stify

thei

r cho

ice

base

d on

the

degr

ee o

f pre

cisi

on re

quire

d by

the

cont

ext e

.g. c

hoos

es to

use

a

grad

uate

d cu

p an

d gr

ams

to m

easu

re th

e flo

ur fo

r a c

ake

but k

now

s th

at a

‘pin

ch’ w

ill do

to m

easu

re th

e sa

lt; c

hoos

es a

wat

ch to

de

term

ine

thei

r pul

se ra

te fo

r a h

ealth

act

ivity

•M

easurevolum

eaccuratelytothenearest

grad

uatio

n in

L, a

nd m

L, b

y fir

st c

hoos

ing

an a

ppro

pria

te m

easu

ring

inst

rum

ent t

hat

allo

ws

for t

he le

vel o

f pre

cisi

on n

eede

d fo

r th

e pu

rpos

e e.

g. c

hoos

es a

gra

duat

ed ju

g to

m

easu

re 2

00 m

L fo

r rec

ipe

or te

aspo

on fo

r co

ugh

mix

ture

•Readmetersandscalesinthe

en

viro

nmen

t for

inte

rest

and

act

ion

e.g.

od

omet

er to

see

if th

ey s

houl

d sl

ow d

own,

pe

trol g

auge

, the

rmom

eter

, the

rmos

tat

3636DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Numeracy in the curriculum


Time•R

eadtim

eonthehourondigital

and

anal

ogue

clo

cks

usin

g co

rrect

la

ngua

ge e

.g. s

ays

it’s fo

ur o

’cloc

k

•Readtim

etothehalfhoursaying

‘h

alf p

ast’

•Estimatethedurationofthepassing

of o

ne m

inut

e by

cou

ntin

g to

60

•Readanalogueanddigitalclocksto

the

quar

ter h

our s

ayin

g ‘q

uarte

r to’

an

d ‘q

uarte

r pas

t’•Knowwhatacalendaris,know

the

nam

es o

f the

mon

ths

in o

rder

an

d, w

hen

told

toda

y’s

date

, be

able

to

find

the

curre

nt m

onth

and

dat

e on

a c

alen

dar

•Constructasimpletim

elineto

show

the

orde

r in

whi

ch e

vent

s

e.g.

Aus

tralia

n hi

stor

y, fa

mily

bi

rthda

ys o

ccur

/red

•Readanalogueanddigitalclocksto

the

5 m

inut

es a

nd s

ay ‘5

min

utes

to...

’ an

d ‘5

min

utes

pas

t...’,

and

si

mila

r for

mul

tiple

s of

5 u

p to

25

•Tellthetimefromanalogueanddigital

(12

and

24 h

our d

ispl

ays)

clo

cks

to th

e ne

ares

t min

ute

•Determinehowlongsom

ethingwill

take

giv

en a

sta

rt an

d fin

ish

time

e.g.

ca

lcul

ate

the

dura

tion

of th

e fli

ght

from

Alic

e Sp

rings

to A

dela

ide,

giv

en

depa

rture

and

arri

val t

imes

•Determinewhenaneventwillfinish

give

n th

e st

art t

ime

and

dura

tion

e.

g. d

eter

min

es w

hen

to ta

ke a

cak

e ou

t of t

he o

ven,

usi

ng a

sta

ted

co

okin

g tim

e on

a re

cipe

•Calculateelapsedtimefroma

timet

able

e.g

. rea

ds a

bus

tim

etab

le

and

says

the

next

bus w

ill co

me

in 25

m

inute

s and

take

s 30

minu

tes t

o ge

t int

o to

wn; it

’s 3

pm n

ow so

I’ll g

et th

ere

at 3

.55

if I ca

tch it

and

be a

ble

to

iden

tify

assu

mpt

ions

suc

h as

– bu

s on

tim

e, a

nd–

bus

won

’t br

eak

dow

n

•Read,interpretandusetimetablesand

cale

ndar

s in

eve

ryda

y si

tuat

ions

, and

tim

elin

es e

.g. (

1) re

ads

a ca

lend

ar to

de

term

ine

how

man

y Fr

iday

s un

til th

e en

d of

term

, and

thei

r dat

es. (

2) re

ads

a tim

elin

e in

So

SE a

nd e

xpla

ins

that

Aus

tralia

’s fi

rst

Aust

ralia

ns w

ere

here

long

bef

ore

the

first

fle

et a

rrive

d•Solveelapsedtimeproblemsfor24hourtime

e.g.

how

long

will

the

fligh

t tak

e if

it le

aves

he

re a

t 093

0 h

and

arriv

es in

Ade

laid

e at

13

15 h

on

the

sam

e da

y?

Chance & Data

•Sortfam

iliarobjectsintogroups

e.g.

ap

ples

, ora

nges

, toy

s, le

aves

and

sa

y w

hy th

ey a

re d

iffer

ent

•Askquestionsabouteachother

(the

sam

e qu

estio

ns e

ach

time)

e.

g. w

hat c

olou

r eye

s ha

ve y

ou g

ot?

to fi

nd th

ings

out

and

then

‘rep

ort

back

’ wha

t the

y fo

und

out

•Displaydatausingonepictureto

repr

esen

t one

val

ue fr

om e

ach

stud

ent (

one-

to-o

ne d

ata)

e.g

. fa

vour

ite a

nim

al, e

ye c

olou

r of

each

stu

dent

•Readinformationfromtablesand

pict

ogra

phs

they

mad

e an

d m

ake

stat

emen

ts a

bout

it e

.g. s

ays

four

ch

ildre

n in

our c

lass c

ome

to sc

hool

by b

us

•Makeinferencesfrom

tablesand

pict

ogra

phs

they

mad

e e.

g. s

ays

the

mos

t pop

ular p

et is

a d

og g

iven

the

grap

h sh

ows

mor

e st

uden

ts o

wn

dogs

than

any

oth

er p

et

•Collect,representandinterpretm

any-

to-o

ne d

ata

e.g.

whe

re o

ne fa

ce o

n a

grap

h re

pres

ents

4 c

hild

ren’

s fa

ces

abou

t the

mse

lves

and

thei

r cla

ss o

n co

lum

n gr

aphs

and

pic

togr

aphs

usi

ng

a ke

y or

labe

lled

scal

e an

d tit

le e

.g.

afte

r a w

alk

child

ren

coun

t how

man

y le

aves

, sto

nes,

ant

s w

ere

colle

cted

, di

spla

y th

ese

on a

sim

ple

grap

h an

d m

ake

up q

uest

ions

abo

ut w

hat t

he

grap

h sh

ows

•Conductaclassorschoolsurveyto

answ

er a

mea

ning

ful q

uest

ion

e.g.

w

hat p

lay-

grou

nd e

quip

men

t wou

ld

you

like

in th

e sc

hool

? sh

ow th

e re

sults

in a

tabl

e an

d as

k an

d an

swer

qu

estio

ns a

bout

wha

t the

tabl

e sh

ows

•Readandinterpretm

any-to-one

tabl

es, p

icto

grap

hs, d

ot-fr

eque

ncy

grap

hs, c

olum

n gr

aphs

and

two-

way

ta

bles

and

mak

e st

atem

ents

abo

ut

wha

t the

y sh

ow e

.g. s

ays

that

gra

ph

show

s mos

t prim

ary s

tude

nts s

pend

m

ore

time

ever

y day

wat

ching

TV

th

an e

xerc

ising

•Collectdatatoansweraquestionin

thei

r ow

n co

ntex

t e.g

. wha

t sor

t of

litte

r do

stud

ents

at t

he s

choo

l lea

ve

behi

nd?

wha

t pro

porti

on o

f stu

dent

s in

the

scho

ol a

re fr

om d

iffer

ent c

ultu

ral

grou

ps?

by fi

rst d

ecid

ing

wha

t dat

a th

ey n

eed

and

how

they

mig

ht c

olle

ct it

•Representcollecteddataonasuitable

grap

h (in

clud

ing

usin

g te

chno

logy

) an

d ju

stify

the

choi

ce o

f gra

ph•Interpretdatadisplaysandmake

stat

emen

ts, p

redi

ctio

ns a

nd

conc

lusi

ons

from

it in

clud

ing

ab

out t

he m

ode

if ap

prop

riate

e.g

. sa

ys p

aper

is th

e m

ost c

omm

on

rubb

ish th

at w

e lea

ve b

ehind

, and

co

nclud

es m

ost o

f the

trees

in th

e sc

hool

grou

nd a

re e

ucaly

pts

• Rea

d an

d us

e da

ta s

how

n in

pub

lishe

d ta

bles

to h

elp

mak

e de

cisi

ons

e.g.

re

ads

a m

enu

or p

rice

list o

r com

pare

s ta

bles

in m

obile

pho

ne p

lans

to h

elp

mak

e a

choi

ce o

f whi

ch o

ne to

buy

•Interpretpiechartsandothergraphsin

th

e m

edia

•C

reatetheirownpiechartsusingtechnology

to s

how

thei

r ow

n co

llect

ed d

ata

and

rela

te

the

amou

nt o

f the

who

le ‘p

ie’ t

o th

e pr

opor

tion

of th

e nu

mbe

r of s

tude

nts

or a

mou

nts

•Understandwhyandhow

‘sam

pling’is

done

and

how

sel

ectio

ns m

ight

pot

entia

lly

bias

resu

lts•C

reateandinterpretagraphofdataof

the

sam

e va

riabl

e co

llect

ed o

ver t

ime

and

desc

ribe

why

it m

ight

var

y by

con

side

ring

the

thin

gs th

at in

fluen

ce it

(inc

ludi

ng in

accu

rate

m

easu

rem

ents

) e.g

. mea

sure

s th

e he

ight

of a

pl

ant o

ver a

term

, gra

phs

mea

sure

men

ts a

nd

ques

tions

a d

ata

poin

t tha

t ind

icat

es a

‘dip

’ in

the

data

•Knowthat‘average’isameasureof

‘cen

tere

dnes

s’ or

one

num

ber r

ough

ly in

th

e ‘c

entre

’ tha

t can

repr

esen

t a g

roup

of

num

bers

, and

can

est

imat

e it

by v

isua

lizin

g th

e gr

oup

of n

umbe

rs o

n a

num

ber l

ine

Cha

nce

•Describefamiliareventsby

‘will

happ

en’,

‘won

’t ha

ppen

’,

‘mig

ht h

appe

n’

Cha

nce

•Knowthatsom

eeventsare

impo

ssib

le a

nd s

ome

are

certa

in

and

can

say

whi

ch a

re w

hich

e.g

. sa

ys it’

s im

poss

ible

to g

et a

7 w

hen

you

thro

w a

die b

ecau

se th

ere

aren

’t any

7’s

on it;

or it

s im

poss

ible

for t

he su

n to

shine

in th

e nig

ht in

Al

ice S

pring

s

Cha

nce

•Giveareasonwhyonefamiliarevent

is m

ore

likel

y or

less

like

ly to

occ

ur

than

ano

ther

e.g

. say

s M

um is

mor

e lik

ely to

pick

me

up th

an d

ad to

day

beca

use

dad

is wo

rking

Cha

nce

•Saywhichunfam

iliareventsaremost/

mor

e lik

ely,

leas

t/les

s lik

ely

by re

adin

g an

d un

ders

tand

ing

the

cont

ext e

.g.

know

s th

at if

ther

e ar

e 6

red

balls

and

10

bla

ck b

alls

in a

con

tain

er th

ey a

re

mor

e lik

ely

to d

raw

out

a b

lack

one

Cha

nce

•Saywhicheventshavemorechance,

equa

l cha

nce

or le

ss c

hanc

e by

re

adin

g an

d un

ders

tand

ing

the

cont

ext

e.g.

kno

ws

that

the

mor

e ra

ffle

ticke

ts

they

buy

in a

raffl

e th

e m

ore

chan

ce

they

hav

e of

win

ning

or g

ettin

g a

priz

e an

d ca

n re

late

this

to th

e nu

mbe

r of

ticke

ts s

old

says

: I ha

ve o

ne ch

ance

in

5 th

ousa

nd o

f winn

ing w

hich

is be

tter

than

one

chan

ce in

a m

illion

Cha

nce

•Knowthateveryeventhasaformof‘chance’

with

a fi

xed

num

ber o

f pos

sibl

e ou

tcom

es e

.g.

12 h

orse

s in

a ra

ce m

eans

ther

e ar

e tw

elve

po

ssib

le w

inne

rs, 2

0 pe

ople

buy

a ti

cket

eac

h in

a ra

ffle,

20

peop

le m

ight

win

and

that

the

mor

e po

ssib

le o

utco

mes

ther

e ar

e th

e sm

alle

r th

e ch

ance

s of

‘win

ning

’•C

ompareriskbasedonpublisheddatae

.g.

havi

ng re

sear

ched

dat

a on

lung

can

cer s

ays

ther

e’s m

ore

risk o

f dyin

g of

lung

canc

er if

you

smok

e th

an if

you

don’t

Location & Maps

•Knowandusethelanguageof

thei

r pos

ition

and

mov

emen

t (ne

xt

to, b

ehin

d, b

elow

, und

erne

ath,

fo

rwar

ds, b

ackw

ards

, tow

ards

) and

of

fam

iliar o

bjec

ts

•Knowthemeaningofa

nticl

ockw

ise

and

clock

wise

•Followverbaldirectionstofind

fam

iliar l

ocat

ions

and

obj

ects

e.

g. th

e to

ilets

, toy

hid

den

in th

e sc

hool

gro

unds

•Readasimple

birds

-eye

-view

map

of

the

clas

sroo

m, s

choo

l or t

own

and

inde

ntify

key

feat

ures

suc

h as

fu

rnitu

re, d

oors

and

win

dow

s•M

atcha‘topview’ofafamiliar

obje

ct s

uch

as a

toy

car,

box,

cup

w

ith th

e ac

tual

obj

ect

•Givesimpledirectionstolocateplaces

in th

eir e

nviro

nmen

t e.g

. say

s do

wn

the

vera

nda,

firs

t doo

r on

the

left

•Readasimplenot-to-scalemapof

an u

nfam

iliar e

nviro

nmen

t to

aid

unde

rsta

ndin

g of

a lo

catio

n/co

ntex

t e.

g. m

ap o

f The

Shi

re in

‘The

Hob

bit’

•Readandinterpretasimplemap

usin

g th

e ke

y an

d sc

ale

e.g.

1cm

= 1

m

to fi

nd p

lace

s e.

g. re

ads

a m

ap o

f the

lo

cal p

ark

incl

udin

g sk

ateb

oard

ram

p,

car p

ark,

mai

n ro

ad a

nd o

ther

feat

ures

to

find

whe

re th

e BB

Q is

hap

peni

ng

•Locateanddescribetheirposition

whe

n st

andi

ng in

a ‘h

uman

grid

’ e.g

. sa

ys Jo

ey is

two

place

s to

the

left a

nd

one

place

forw

ard

or S

ally i

s one

plac

e be

hind

and

thre

e to

the

right

•Interpretandusesimplescales

e.g.

I gr

id s

quar

e le

ngth

= 1

0 km

, co

ordi

nate

s e.

g. 2

B an

d ke

ys o

n m

aps

and

plan

s (s

uch

as a

stre

et d

irect

ory

or m

ap o

f the

ir to

wn)

whe

n lo

catin

g fe

atur

es o

r giv

ing

dire

ctio

ns

•Readastandardmapwithscales

e.g.

1 c

m

= 10

0 m

, leg

ends

and

com

pass

poi

nts

for

a pr

actic

al p

urpo

se e

.g. d

eter

min

es w

hich

pr

ovin

cial

tow

n is

clo

ser t

o th

e ca

pita

l city

•Find‘youarehere’onapublicmapand

follo

w/e

xpla

in a

rout

e us

ing

dire

ctio

ns s

uch

as

turn

90°

cloc

kwise

and

walk

abo

ut 1

00 m

etre

s in

a so

uth

west

direc

tion

to g

et so

mew

here

•Drawasimple‘birds-eye-view

’mapoftheir

own

fam

iliar e

nviro

nmen

t to

show

som

eone

ho

w to

get

to th

eir p

lace

or s

omew

here

in

tow

n e.

g. s

hop

or P

.o.

3838 DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Numeracy in the curriculum


Numeracy Expectations Years T–2: Understanding Numbers and How They Work

Und

erst

andi

ng N

umbe

rs a

nd H

ow T

hey

Wor

k




•Recognisenumbersintheenvironment

•Saynumberwordsinsequenceforward and backward from 1 to 20

•Knowthatnumbersaresaidina particular order; can hear and recognise when the order is wrong and attemp to correct it

•Recognisecollectionsto5bysubitising(being able to tell how many just by looking, not counting) and larger collections by counting each object

•Compareandordercollectionsto10and explain which has ‘more’, ‘less’, ‘the same as’, ‘not the same as’

•Use‘first’,‘second’,‘third’etctoindicateorder in a sequence

•Matchspokennumbernameswithnumerical symbols and collections up to 10

•Knowthatthetotalnumberof objects doesn’t change even if they’re arranged differently

•Knowthatthelastnumbersaid when counting each object in a collection tells them ‘how many’ there are in the collection

•Createanddescriberepeating patterns of shapes, objects, sounds and movements e.g. says it goes clap, stamp, flick, clap, stamp, flick

•Countforwardsandbackwardsto100

•Read,write(indigitsandwords)andsay numbers to twenty

•Skipcountby2s,5sand10sto50

•Understandplacevalueforall double-digit numbers, representing these in diagrams and materials and indicating which part represents each digit e.g. circles the 4 in the number 45 and in a picture of 45 individual objects and says this stands for forty or four tens

•Writenumeralsinanswertoaquestionsuch as how many days until your birthday? How many houses in your street? (up to 2 digits)

•Ordernumbersto100inasequenceon a vertical and horizontal number line

•Countconfidentlyto130startingfromany number

•Say,readandwritenumbersto130and partition (break down) any of these numbers into hundreds, tens and ones

•Placenumbersto130onanun-markednumber line in the right order

•Writenumbersto‘keeptrack’insituations that require a running total e.g. in a game of darts or cards

•Countinones,tensandhundredsto1000 and say what is changing in the digits as the numbers ‘grow’ e.g. says when you go from 999 to 1000 or 99 to 100 it moves into the next place

•Partitionandregroup3-digit numbers in as many ways as possible e.g. 500 is 50 tens and also 500 ones, 40 tens and 100 ones, 400 ones, 8 tens and 20 ones and represent these groups with bundles of pop sticks, straws, or drawings

Fraction•Knowonehalfisoneoutoftwo

equal parts

•Make‘half’ofacollectione.g. ten of twenty toys, fifteen of thirty rocks

•show‘onehalf’ofasymmetricalobjectsuch as a square sandwich, round cake, banana cut lengthwise etc

Fraction•Writeafraction(inwordsand

symbols) to show an everyday situation e.g. writes ‘¼’ and ‘one quarter’ to represent how much they got when cutting an orange into four equal pieces and taking one of them

•Knowthat‘onehalf’canberepresentedas ½ and that this means ‘one out of two equal amounts or parts’

•Matchthesymbolicrepresentationwiththe words and object (or picture of the object) for ¼ and ½ in a table

symbol words drawing¼ one quarter



Numeracy Expectations Years 2–4: Understanding Numbers and How They Work

Und

erst

andi

ng N

umbe

rs a

nd H

ow T

hey

Wor

k




•Countconfidentlyto130startingfromany number

•Say,readandwritenumbersto130and partition (break down) any of these numbers into hundreds, tens and ones

•Placenumbersto130onanun-markednumber line in the right order

•Writenumbersto‘keeptrack’insituations that require a running total e.g. in a game of darts or cards

•Countinones,tensandhundredsto1000 and say what is changing in the digits as the numbers ‘grow’ e.g. says when you go from 999 to 1000 or 99 to 100 it moves into the next place

•Partitionandregroup3-digit numbers in as many ways as possible e.g. 500 is 50 tens and also 500 ones, 40 tens and 100 ones, 400 ones, 8 tens and 20 ones and represent these groups with bundles of pop sticks, straws, or drawings

•Read,sayandwrite(indigitsandwords) whole numbers up to 1000

•Comparenumbersupto1000and put them in order

•Representindigits,materialsandwords any 3-digit number including numbers with ‘0’ in the tens and ones columns

•Skipcountby2,5,10showinganypart of the sequence on an unmarked number line

•Knowthat‘twiceasmuch’meansdouble the quantity and ‘half as much’ means halve the quantity and apply this knowledge in practical contexts such as making play dough, cordial, scones

•Read,sayandwrite(inwordsanddigits) whole numbers to one million

•Compareandordernumbersto a million representing these on an unmarked number line and explaining their position e.g. records numbers on a timeline of scientific inventions in the 20th century

•Understandtheplacevalueof6-digitnumbers as hundreds of thousands, tens of thousands, thousands, hundreds, tens and ones and partition these in standard and non-standard ways e.g. explains that this year’s rainfall of 1867 mm is more than last year’s of 1756 mm because 18 hundred is more than 17 hundred

•Identifythemultiplesandfactorsof 2, 5, 10 and 20

Fraction•Writeafraction(inwordsand

symbols) to show an everyday situation e.g. writes ‘¼’ and ‘one quarter’ to represent how much they got when cutting an orange into four equal pieces and taking one of them

•Knowthat‘onehalf’canberepresentedas ½ and that this means ‘one out of two equal amounts or parts’

•Matchthesymbolicrepresentationwiththe words and object (or picture of the object) for ¼ and ½ in a table

symbol words drawing¼ one quarter

Fraction•Knowthatthenumberofequalparts

of a whole or collection determines the name of the unit fraction e.g. says the pizza or box of toys is divided into five equal amounts so they are called fifths

•Solvereallifeproblemsinvolvingfractions by building connections between the number of parts and the size of the fraction e.g. sharing a pizza or block of chocolate among friends and recognising that the more people to have an equal share, the smaller the portion that each gets will be

Fraction•Locate½,¼and⅓ on a number

line and explain their order showing understanding that one out of two equal parts must be greater than one out of 3 or 4 equal parts of the same quantity

•Knowsimplefractionalequivalents e.g. knows that half a block of chocolate can be ½ and also 4/8

•Convertmixednumberstoimproperfractions mentally by knowing the relationship between the numerator and denominator e.g. says ‘3 and a third in thirds… there’s three thirds in every whole so it must be 9 plus one…ten thirds’



Numeracy Expectations Years 4–6: Understanding Numbers and How they Work

Und

erst

andi

ng N

umbe

rs a

nd H

ow T

hey

Wor

k




•Read,sayandwrite(inwordsanddigits) whole numbers to one million

•Compareandordernumbersto a million representing these on an unmarked number line and explaining their position e.g. records numbers on a timeline of scientific inventions in the 20th century

•Understandtheplacevalueof6-digitnumbers as hundreds of thousands, tens of thousands, thousands, hundreds, tens and ones and partition these in standard and non-standard ways e.g. explains that this year’s rainfall of 1867 mm is more than last year’s of 1756 mm because 18 hundred is more than 17 hundred

•Identifythemultiplesandfactorsof 2, 5, 10 and 20

•Read,say,write(inwordsanddigits),compare and order whole numbers to hundred millions (including numbers represented in digits and words such as ‘4 million’) and enter these numbers into a calculator for a practical purpose e.g. makes comparisons of populations of different cities or states

•Knowandexplaintherepeatedpatternof HTo (hundreds tens and ones) across the place value ‘groups’ of ones, thousands and millions e.g. explains to another student how to visualise a 9 digit number as three groups of hundreds, tens and ones then to name the first group as millions, the second as thousands e.g. 657 432 156 = 657 million, 432 thousand, 156 ones

•Explaintherelationshipbetween tens, ones and tenths using objects such as a bundle of 10 straws where one straw is 1 e.g. shows 14.2 using one bundle of 10 straws, 4 single straws and 2 pieces of a straw cut into 10 equal pieces

•Read,say,write(inwordsanddigits)interpret, compare and order all whole numbers e.g. compares and orders the populations of Australian capital cities from largest to smallest and explains their order, correctly reading the numbers

•Locateandmarkallpositiveandnegative integers on a number line and compare them in real contexts e.g. knows that if they ‘owe’ $10 this can be represented on a (marked) number line as –10, and that if the temperature in yuendumu is –2° at night and rises to 18° during the day then it has risen by 20°

•Readandsaynumberswithuptothreedecimal places correctly e.g. says ‘forty six point zero five two’ and also as ‘forty six and fifty two thousandths’ being aware that saying ‘forty six point zero fifty two’ is not correct

•Compareandorderdecimalnumbersinpractical contexts e.g. determines first, second and third places in a race given 10 finishing times (to hundredths of a second), locates books on a library shelf

•Understandthedecimalpointseparateswhole numbers from fractional numbers and that when operating with fractional numbers whole numbers can result e.g. explains why (using diagrams or objects) 0.4 + 0.7 = 1.1 and not 0.11

Fraction•Locate½,¼and⅓ on a number

line and explain their order showing understanding that one out of two equal parts must be greater than one out of 3 or 4 equal parts of the same quantity

•Knowsimplefractionalequivalentse.g. knows that half a block of chocolate can be ½ and also 4/8

•Convertmixednumberstoimproperfractions mentally by knowing the relationship between the numerator and denominator e.g. says ‘3 and a third in thirds… there’s three thirds in every whole so it must be 9 plus one…ten thirds’

Fraction•Connectdecimal,fractionandword

representations e.g. knows 0.2 and 2/10 both represent two tenths

•Countinfractionsindicatingthedifferentnames and representations e.g. says one third, two thirds, three thirds or one, four thirds or one and a third, five thirds or one and two thirds...

•Readandsaynumberswithtwodecimal places correctly e.g. says forty six point three two and also as forty six and thirty two hundredths knowing that saying ‘point thirty two’ is not correct

•Compareandordernumbersuptotwodecimal places knowing that the number of decimal places or length, does not reflect the value of the number e.g. explains why 0.4 is greater than 0.32

•Calculate50%,25%and75%bymentally using fractional equivalents e.g.finds25%byhalvingand halving again

Fraction•Connectdecimalandfraction

representations where the whole is an object, quantity or collection and read these representations correctly e.g. knows that 0.023 = 23/1000 = ‘twenty three thousandths’ = ‘zero point zero two three’

•Compareandorderfractionsonan unmarked number line, using ‘equivalence thinking’ e.g. explains/shows that 2/3 is more than 3/5 because 2/3 is 10/15 and 3/5 is only 9/15

•Interpretcalculatordisplaywhenoperating in money context e.g. knows a display showing 6.5 is $6.50 and display of 2.034 may need to be rounded or truncated depending on context

41


DIAGNoSTIC NET FoR TRANSITIoN To yEAR 9 The Continua – Numeracy in the curriculum

Numeracy Expectations Years T–2: Operating and Calculating

Ope

ratin

g an

d C

alcu

latin

g




•Combineorjoin,findthedifferencebetween, and share a small collection of objects to model and solve simple story problems about themselves e.g. Freddy brought 6 shells to school and Louise brought 5 shells. How many did they have altogether?

•Sharesmallcollectionsofobjectsusing one-to-one correspondence to form equal (or near equal) groups for a practical purpose e.g. shares pieces of fruit or toys fairly to classmates at recess time

•Listentoastoryandidentifywhethertocombine, take away or share in answer to questions about the story or familiar contexts e.g. There are four boxes of pencils with three pencils in each – how many pencils are there altogether? oR John kicked three goals and Bobbie kicked four – how many more did Bobbie kick than John?; knows the first requires combining and the second requires taking away

•Partitionnumberstoten e.g. 7 is 3 and 4, and 6 and 1

•IdentifyallAustraliancoinsandputthem in order by value/worth

•Usementalstrategiestosupport simple computation i.e. counting on in ones to add, counting back in ones to subtract, doubling, halving, adding multiples of 10

•Use‘partitioningthinking’toaddandsubtract e.g. 11 is 4 and 7 so 7 + 4 = 11 so 11 – 4 = 7

•Matchapictureofagroupofthesameobject e.g. 4 bicycles, 6 dogs with a word sentence and a number sentence e.g. (picture of 4 bikes) = ‘there are four bikes and each one has two wheels so there are eight wheels altogether’ = 4 X 2 = 8, and extends their thinking to answer ‘how many wheels do ....bikes have?’ beyond those they can see in the picture

•Shareequalquantitiesfairlybygroupse.g. recognises that given 12 pieces of apple and 6 children they will get 2 pieces each

•Totalthevalueofasmallnumber(lessthan 10) of Australian coins



Numeracy Expectations Years 2–4: Operating and Calculating

Ope

ratin

g an

d C

alcu

latin

g




•Usementalstrategiestosupport simple computation i.e. counting on in ones to add, counting back in ones to subtract, doubling, halving, adding multiples of 10

•Use‘partitioningthinking’toaddandsubtract e.g. 11 is 4 and 7 so 7 + 4 = 11 so 11 – 4 = 7

•Matchapictureofagroupofthesameobject e.g. 4 bicycles, 6 dogs with a word sentence and a number sentence e.g. (picture of 4 bikes) = ‘there are four bikes and each one has two wheels so there are eight wheels altogether’ = 4 X 2 = 8, and extends their thinking to answer ‘how many wheels do ....bikes have?’ beyond those they can see in the picture

•Shareequalquantitiesfairlybygroupse.g. recognises that given 12 pieces of apple and 6 children they will get 2 pieces each

•Totalthevalueofasmallnumber(lessthan 10) of Australian coins

•Quicklyrecallandselectbasicadditionand subtraction facts when playing games or in calculations e.g. adds up the values shown on two dice or three cards

•Readasimpleone-stepproblemanddecide whether addition or subtraction is needed by the context e.g. ‘find the difference between….’ ‘How much more than….’ ‘How much altogether…’

•Useanunmarkednumberlineormental strategies to add and subtract numbers by partitioning e.g. when calculating 68 – 24 starts at 68, subtracts 20 to get 48 and takes another 4

•Useefficientmental,writtenandcalculator strategies to solve one-step word problems involving addition and subtraction e.g. Sammy has 28 cards and is given another 16 – how many does he have altogether?

•Knowwhat‘multiply’meansanddrawan array or groups to represent tables to 10 x 10

•Knowwhat‘divide’meansanddrawadiagram to represent a division number sentence such as 12 ÷ 6 = 2 by first paraphrasing as ‘how many lots of six are in twelve? There are two’

•Knowandexplainthataddingandsubtracting ‘undo’ each other e.g. says three add four is seven but if I now take four I’ll have three again

•Describewhat’schanginginarepeating pattern such as a dance or tile pattern e.g. says it’s been turned around and around again or the pattern is stamp, clap, hop, stamp, clap, hop

•Usementalstrategiestoaddandsubtract all double digit numbers, estimating first so they know roughly what they might expect for the answer

•Knowhowtohalveanddoublenumbers mentally to assist with multiplication calculations e.g. knows that to find 4 x 16 that will be the same as two lots of 4 x 8

•Useefficientmentalwrittenandcalculator strategies to add, subtract, multiply and divide to solve two-step word problems e.g. for a class BBQ determines each student will drink two cans of diet coke, calculates how many cans are needed altogether and multiplies that by $2.50 for the cost of a can to determine total cost of cans, writing results of each calculation down as they go

•Checkthereasonablenessofcalculations involving whole numbers by estimating first, using a calculator or written method and comparing the answer obtained with their estimation e.g. estimates that 3 lots of 215 must be close to 3 lots of 200 so knows the answer is between 600 and 700

•Readasimplewordproblemandidentify whether addition, subtraction, multiplication or division is needed from the context and words used

•Knowmultiplicationfactsto10X10and related division facts and be able to create a situation for when these might be useful e.g. says ‘if I want to give 6 people 7 lollies each I’d use 6 x 7 to tell me how many I’d need’ or ‘if I wanted to share $584 among 7 people I’d use 584 ÷ 7 to find out how much they’d each get’

•Identifyanddescribenumberpatternsinvolving one operation e.g. (2, 6, 10, 14) is based on (+4) and (2,4,8,16) is based on (x2) and be able to find missing numbers in the pattern



Numeracy Expectations Years 4–6: Operating and Calculating

Ope

ratin

g an

d C

alcu

latin

g




•Usementalstrategiestoaddandsubtract all double digit numbers, estimating first so they know roughly what they might expect for the answer

•Knowhowtohalveanddoublenumbers mentally to assist with multiplication calculations e.g. knows that to find 4 x 16 that will be the same as two lots of 4 x 8

•Useefficientmentalwrittenandcalculator strategies to add, subtract, multiply and divide to solve two-step word problems e.g. for a class BBQ determines each student will drink two cans of diet coke, calculates how many cans are needed altogether and multiplies that by $2.50 for the cost of a can to determine total cost of cans, writing results of each calculation down as they go

•Checkthereasonablenessofcalculations involving whole numbers by estimating first, using a calculator or written method and comparing the answer obtained with their estimation e.g. estimates that 3 lots of 215 must be close to 3 lots of 200 so knows the answer is between 600 and 700

•Readasimplewordproblemandidentify whether addition, subtraction, multiplication or division is needed from the context and words used

•Knowmultiplicationfactsto10x10andrelated division facts and be able to create a situation for when these might be useful e.g. says ‘if I want to give 6 people 7 lollies each I’d use 6 x 7 to tell me how many I’d need’ or ‘if I wanted to share $584 among 7 people I’d use 584 ÷ 7 to find out how much they’d each get’

•Identifyanddescribenumberpatternsinvolving one operation e.g. (2, 6, 10, 14 ) is based on (+4) and (2,4,8,16) is based on (x2) and be able to find missing numbers in the pattern

•Useefficientmental,writtenandcalculator strategies to add, subtract, multiply and divide (including with decimal numbers) to solve multi-step word problems e.g. to find how much change they’ll get from $10 if two people buy a diet coke ($2.50) and a bag of chips ($2.20), adds $2.50 and $2.20 mentally to get $4.70 doubles $5 to get $10, subtracts two lots of 30c to get a total of $9.40 and determines there’ll be 60c change

•Estimatemoneytotalsusing strategies such as inverse operations and rounding e.g.(1) estimates the cost of five movie tickets valued at $9.90 and two at $15.40 to determine whether $100 will be enough or whether the ticket seller can be right when he asks for $80

•Useplacevalueknowledgetopartitionnumbers mentally in order to simplify computation e.g. to multiply 23 by 4 thinks 2 tens and 3 ones multiplied by 4 becomes 8 tens add 12 ones = 9 tens and 2 = 92 or, thinks 23 by 4 is 11 by 4 doubled, plus 4 or, 25 x 4 – 8

• Estimate the answer to simple problems requiring division by one-digit numbers using known facts e.g. 9 people share $300 so they’ll get a bit more than $30 each since 300 ÷ 10 = 30

•Determinetherelationshipbetweenpairs of values in a table and predict values not represented by generalising e.g. predicts the revenue from a class enterprise selling friendship bands; if 5 bands earns $10, 10 bands earns $20, how much will 25 bands earn?

Number of bands 5 10 15 20 25Money $10 $20

•Readasituationand

1. decide whether multiplication or division is needed

2. estimate expected result before calculating for greater accuracy (with calculator or written method) and

3. interpret the remainder of a decimal by the context e.g. Problem: how many buses holding 15 people will be needed to transport 80 people? Estimates about 5 buses are needed, enters 80 ÷ 15 = 5.33 and determines that 6 buses are needed

•Findthepercentageofanamountusing efficient mental methods where possible e.g. to calculate what they’d payifthere’s‘20%off’determines10%of the marked price, doubles this and takes the result from the total

•Useproportionalreasoningtothinkabout and solve ratio or rate problems that occur across the curriculum e.g. calculates quantity of salt required in a science experiment when using 1 litre of water, based on requirement of 5 g salt to 200 mL water, or if they need twice as many red singlets as blue ones to play a sport and there are 4 red singlets then they need 8 blue singlets, or if they can have one free ticket to the football for every 5 purchased then they will get 3 free tickets if they buy 15

44



Numeracy Expectations Years T–2: Shapes, Measurement and TimeBy the end of Transition students must be able to:



Shap

es a

nd M

easu

rem

ent •Usewordssuchaslonger,longest,

heavier, heaviest, shorter, shortest , holds more, holds less, to compare objects they can see, hold or touch

•Recogniseanddescribefamiliar2Dand 3D objects in any orientation, using obvious features such as faces, sides and corners

•Measurelengthandcapacityofobjects using the same informal unit e.g. hand-span, arm-span or cup each time

•Countthenumberoffaces,edges and corners on a cube or box, saying ‘how many’ of each there are and naming the faces as squares or rectangles

•Comparetheweightofvarious objects with 1 kg by holding 1 kg e.g. packet of sugar in one hand and hefting an object in the other

Tim

e

•Readtimeonthehourondigitaland analogue clocks using correct language e.g. says it’s four o’clock

•Readtimetothehalfhoursaying ‘half past’

•Estimatethedurationofthepassingofone minute by counting to 60

•Readanalogueanddigitalclockstothe quarter hour saying ‘quarter to’ and ‘quarter past’

•Knowwhatacalendaris,know the names of the months in order and, when told today’s date, be able to find the current month and date on a calendar

•Constructasimpletimelineto show the order in which events e.g. Australian history, family birthdays occur/red



Numeracy Expectations Years 2–4: Shapes, Measurement and TimeBy the end of Year Two students must be able to:



Shap

es a

nd M

easu

rem

ent

•Countthenumberoffaces,edges and corners on a cube or box, saying ‘how many’ of each there are and naming the faces as squares or rectangles

•Comparetheweightofvarious objects with 1 kg by holding 1 kg e.g. packet of sugar in one hand and hefting an object in the other

•Compareanddescribe3Dobjectsand 2D shapes in their environment using the mathematical names for the shapes (square, triangle, circle) and words like ‘edge’, ‘face’, ‘corner’

•Comparethelengthsoftwoobjects by placing or positioning them side by side

•Comparethelengthsoftwoobjectsthat can’t be positioned next to each other by placing a third object next to each and saying which of the three is longer, shorter, longest, and shortest

•Correctlyputthreeobjectsinorderoflightest to heaviest (mass) by hefting

•Saywhichobjectholdsmoreorholdsless by successively pouring the amounts they both hold into a third container and comparing heights of the liquid

•Chooseanappropriatemeasuringinstrument to measure length e.g. ruler and mass e.g. scales

•‘Measure’theareaofaflatsurfaceusing an informal unit such as a piece of paper and pay attention to gaps and overlaps

•Recogniseandknowthenamesof common 3D objects (prisms, pyramids, cylinders, cones) and their 2D faces

•Determinethenumberofsides, faces and vertices of 2D and 3D shapes and objects including those they cannot hold

•Estimatethelengthofobjects(inmetres, mm and cm by visualizing the unit first)

•Estimatemassbyheftingobjects and comparing to known masses e.g. 500 g of butter, 1 litre of milk

•Measurelengthaccuratelytothenearest graduation in m, cm or mm, by first choosing a measuring instrument that allows for the level of precision needed for the purpose

•Measuremassbyreadingscales (with at least 5 gram graduations) to the nearest 5 grams when weighing amounts e.g. 125 g of butter for a cake

•Measureareaincm2 using a transparent grid and explain what to do about the incomplete squares

Tim

e

•Readanalogueanddigitalclockstothe quarter hour saying ‘quarter to’ and ‘quarter past’

•Knowwhatacalendaris,know the names of the months in order and, when told today’s date be able to find the current month and date on a calendar

•Constructasimpletimelineto show the order in which events e.g. Australian history, family birthdays occur/red

•Readanalogueanddigitalclockstothe 5 minutes and say ‘5 minutes to...’ and ‘5 minutes past...’, and similar for multiples of 5 up to 25

•Tellthetimefromanalogueanddigital(12 and 24 hour displays) clocks to the nearest minute

•Determinehowlongsomethingwilltake given a start and finish time e.g. calculate the duration of the flight from Alice Springs to Adelaide, given departure and arrival times

•Determinewhenaneventwill finish given the start time and duration e.g. determines when to take a cake out of the oven, using a stated cooking time on a recipe



Numeracy Expectations Years 4–6: Shapes, Measurement and TimeBy the end of Year Four students must be able to:



Shap

es a

nd M

easu

rem

ent

•Recogniseandknowthenamesof common 3D objects (prisms, pyramids, cylinders, cones) and their 2D faces

•Determinethenumberofsides, faces and vertices of 2D and 3D shapes and objects including those they cannot hold

•Estimatethelengthofobjects(inmetres, mm and cm by visualizing the unit first)

•Estimatemassbyheftingobjects and comparing to known masses e.g. 500 g of butter, 1 litre of milk

•Measurelengthaccuratelytothenearest graduation in m, cm or mm, by first choosing a measuring instrument that allows for the level of precision needed for the purpose

•Measuremassbyreadingscales (with at least 5 gram graduations) to the nearest 5 grams when weighing amounts e.g. 125 g of butter for a cake

•Measureareaincm2 using a transparent grid and explain what to do about the incomplete squares

•Drawa2Dor3Dshapewhengivenan oral description of it

•Classifytrianglesandquadrilateralsaccording to side lengths, shape and symmetry

•Understandtheconcept/meaning of perimeter, area and volume, writing a description of each and giving examples of where measuring these attributes might be needed e.g. water in a fish-tank, distance around the school boundary fence, size of cloth needed to fully cover a table or birdcage

•Knowthatsometasksrequiremeasuring different attributes (length, area, volume, mass and temperature) and more accurate measurement than others e.g. more accuracy required when measuring water for cooking bread than when making cordial

•Knowtherelationshipsbetweenkilometres, metres, centimetres and millimetres and use visualisation of each unit in order to estimate lengths at a glance

•Measuremassaccuratelytothenearest graduation in kg, g, and mg, by first choosing an appropriate measuring instrument that allows for the level of precision needed for the purpose e.g. chooses bathroom scales to weigh their luggage before travelling on a plane

•Knowwhattranslations,reflections,and rotations are, and recognise them in shapes, objects and designs

•Visualisecommonvolumessuchasacubic metre and use these to estimate spaces such as volume of a room, capacity of a trailer or cupboard, or amounts such as a pile of sand

•Determinewhetherperimeter, area or volume is needed for a task and whether estimation or exact measurement is needed, explaining why e.g. recognises and explains that estimating the distance around the school oval as about 400 m is fine when practising but It needs to be accurately measured for sports day to determine the school record

•Estimatecapacityofavarietyofcupsby first visualising a cubic centimetre and a litre

•Estimatevolumeofliquidinthesamecup or jug filled to different levels

•Chooseanduseunits,measuringinstruments and graduated scales for particular purposes and justify their choice based on the degree of precision required by the context e.g. chooses to use a graduated cup and grams to measure the flour for a cake but knows that a ‘pinch’ will do to measure the salt; chooses a watch to determine their pulse rate for a health activity

•Measurevolumeaccuratelytothenearest graduation in L, and mL, by first choosing an appropriate measuring instrument that allows for the level of precision needed for the purpose e.g. chooses a graduated jug to measure 200 mL for recipe or teaspoon for cough mixture

•Readmetersandscalesintheenvironment for interest and action e.g. odometer to see if they should slow down, petrol gauge, thermometer, thermostat

Tim

e

•Tellthetimefromanalogueanddigital(12 and 24 hour displays) clocks to the nearest minute

•Determinehowlongsomethingwilltake given a start and finish time e.g. calculate the duration of the flight from Alice Springs to Adelaide, given departure and arrival times

•Determinewhenaneventwill finish given the start time and duration e.g. determines when to take a cake out of the oven, using a stated cooking time on a recipe

•Calculateelapsedtimefromatimetable e.g. reads a bus timetable and says the next bus will come in 25 minutes and takes 30 minutes to get into town; it’s 3 pm now so I’ll get there at 3.55 if I catch it and be able to identify assumptions such as

– bus on time, and

– bus won’t break down

•Read,interpretandusetimetablesand calendars in everyday situations, and timelines e.g. (1) reads a calendar to determine how many Fridays until the end of term, and their dates. (2) reads a timeline in SoSE and explains that Australia’s first Australians were here long before the first fleet arrived

•Solveelapsedtimeproblemsfor 24 hour time e.g. how long will the flight take if it leaves here at 0930 h and arrives in Adelaide at 1315 h on the same day?

47



Numeracy Expectations Years T–2: Chance and Data; Location and MapsBy the end of Transition students must be able to:



Cha

nce

and

Dat

a

•Sortfamiliarobjectsintogroups e.g. apples, oranges, toys, leaves and say why they are different

•Askquestionsabouteachother (the same questions each time) e.g. what colour eyes have you got? to find things out and then ‘report back’ what they found out

•Displaydatausingonepicturetorepresent one value from each student (one-to-one data) e.g. favourite animal, eye colour of each student

•Readinformationfromtablesandpictographs they made and make statements about it e.g. says four children in our class come to school by bus

•Makeinferencesfromtablesandpictographs they made e.g. given their graph shows more students own dogs than any other pet, says the most popular pet is a dog

Chance•Describefamiliareventsby

‘will happen’, ‘won’t happen’, ‘might happen’

Chance•Knowthatsomeeventsare

impossible and some are certain and can say which are which e.g. says it’s impossible to get a 7 when you throw a die because there aren’t any 7’s on it; or its impossible for the sun to shine in the night in Alice Springs

Loca

tion

and

Map

s

•Knowandusethelanguageof their position and movement (next to, behind, below, underneath, forwards, backwards, towards) and of familiar objects

•Knowthemeaningofanticlockwise and clockwise

•Followverbaldirectionstofindfamiliarlocations and objects e.g. the toilets, toy hidden in the school grounds

•Readasimplebirds-eye-view map of the classroom, school or town and identify key features such as furniture, doors and windows

•Matcha‘topview’ofafamiliarobjectsuch as a toy car, box, cup with the actual object



Numeracy Expectations Years 2–4: Chance and Data; Location and MapsBy the end of Year Two students must be able to:



Cha

nce

and

Dat

a

•Makeinferencesfromtablesandpictographs they made e.g. given their graph shows more students own dogs than any other pet, says the most popular pet is a dog

•Collect,representandinterpret many-to-one data e.g. where one face on a graph represents 4 children’s faces about themselves and their class on column graphs and pictographs using a key or labelled scale and title e.g. after a walk children count how many leaves, stones, ants were collected, display these on a simple graph and make up questions about what the graph shows

•Conductaclassorschoolsurvey to answer a meaningful question, e.g. what play-ground equipment would you like in the school? show the results in a table and ask and answer questions about what the table shows

•Readandinterpretmany-to-onetables, pictographs, dot-frequency graphs, column graphs and two-way tables and make statements about what they show e.g. says that graph shows most primary students spend more time every day watching TV than exercising

Chance•Knowthatsomeeventsare

impossible and some are certain and can say which are which e.g. says it’s impossible to get a 7 when you throw a die because there aren’t any 7’s on it; or its impossible for the sun to shine in the night in Alice Springs

Chance•Giveareasonwhyonefamiliarevent

is more likely or less likely to occur than another e.g. says Mum is more likely to pick me up than dad today because dad is working

Chance•Saywhichunfamiliareventsare

most/more likely, least/less likely by reading and understanding the context e.g. knows that if there are 6 red balls and 10 black balls in a container they are more likely to draw out a black one

Loca

tion

and

Map

s

•Readasimplebirds-eye-view map of the classroom, school or town and identify key features such as furniture, doors and windows

•Matcha‘topview’ofafamiliarobjectsuch as a toy car, box, cup with the actual object

•Givesimpledirectionstolocateplacesin their environment e.g. says down the veranda, first door on the left

•Readasimplenot-to-scalemapofan unfamiliar environment to aid understanding of a location/context e.g. map of The Shire in ‘The Hobbit’

•Readandinterpretasimplemapusing the key and scale e.g. 1cm = 1m to find places e.g. reads a map of the local park including skateboard ramp, car park, main road and other features to find where the BBQ is happening

•Locateanddescribetheirpositionwhen standing in a ‘human grid’ e.g. says Joey is two places to the left and one place forward or Sally is one place behind and three to the right



Numeracy Expectations Years 4–6: Chance and Data; Location and MapsBy the end of Year 4 students must be able to:



Cha

nce

and

Dat

a

•Conductaclassorschoolsurvey to answer a meaningful question, e.g. what play-ground equipment would you like in the school? show the results in a table and ask and answer questions about what the table shows

•Readandinterpretmany-to-onetables, pictographs, dot-frequency graphs, column graphs and two-way tables and make statements about what they show e.g. says that graph shows most primary students spend more time every day watching TV than exercising

•Collectdatatoansweraquestion in their own context e.g. what sort of litter do students at the school leave behind? what proportion of students in the school are from different cultural groups? by first deciding what data they need and how they might collect it

•Representcollecteddataonasuitablegraph (including using technology) and justify the choice of graph

•Interpretdatadisplaysandmakestatements, predictions and conclusions from it including about the mode if appropriate e.g. says paper is the most common rubbish that we leave behind, and concludes most of the trees in the school ground are eucalypts

•Readandusedatashowninpublished tables to help make decisions e.g. reads a menu or price list or compares tables in mobile phone plans to help make a choice of which one to buy

•Interpretpiechartsandothergraphsin the media

•Createtheirownpiechartsusingtechnology to show their own collected data and relate the amount of the whole ‘pie’ to the proportion of the number of students or amounts

•Understandwhyandhow‘sampling’is done and how selections might potentially bias results

•Createandinterpretagraphofdataof the same variable collected over time and describe why it might vary by considering the things that influence it (including inaccurate measurements) e.g. measures the height of a plant over a term, graphs measurements and questions a data point that indicates a ‘dip’ in the data

•Knowthat‘average’isameasureof‘centeredness’ or one number roughly in the ‘centre’ that can represent a group of numbers, and can estimate it by visualizing the group of numbers on a number line

Chance•Saywhichunfamiliareventsare

most/more likely, least/less likely by reading and understanding the context e.g. knows that if there are 6 red balls and 10 black balls in a container they are more likely to draw out a black one

Chance•Saywhicheventshavemorechance,

equal chance or less chance by reading and understanding the context e.g. knows that the more raffle tickets they buy in a raffle the more chance they have of winning or getting a prize and can relate this to the number of tickets sold says: I have one chance in 5 thousand of winning which is better than one chance in a million

Chance•Knowthateveryeventhasaform

of ‘chance’ with a fixed number of possible outcomes e.g. 12 horses in a race means there are twelve possible winners, 20 people buy a ticket each in a raffle, 20 people might win and that the more possible outcomes there are the smaller the chances of ‘winning’

•Compareriskbasedonpublisheddata e.g. having researched data on lung cancer says there’s more risk of dying of lung cancer if you smoke than if you don’t

Loca

tion

and

Map

s

•Readandinterpretasimplemapusing the key and scale e.g. 1 cm = 1 m to find places e.g. reads a map of the local park including skateboard ramp, car park, main road and other features to find where the BBQ is happening

•Locateanddescribetheirpositionwhen standing in a ‘human grid’ e.g. says Joey is two places to the left and one place forward or Sally is one place behind and three to the right

•Interpretandusesimplescalese.g. I grid square length = 10 km, coordinates e.g. 2B and keys on maps and plans (such as a street directory or map of their town) when locating features or giving directions

•Readastandardmapwithscales e.g. 1 cm = 100 m, legends and compass points for a practical purpose e.g. determines which provincial town is closer to the capital city

•Find‘youarehere’onapublicmapand follow/explain a route using directions such as turn 90° clockwise and walk about 100 metres in a south west direction to get somewhere

•Drawasimple‘birds-eye-view’mapoftheir own familiar environment to show someone how to get to their place or somewhere in town e.g. shop or P.o.



Adjective – word that describes a noun e.g. fat, hungry, warm

Adverb – word that describes a verb e.g. fast, smoothly

Base word – word built on to create other words e.g. base word for sickness is sickCohesion – holding together e.g. words like because, he, she, they hold text and ideas together

Compound sentence – sentence comprised of two or more independent clauses, each standing on its own and conveying a message. These clauses are linked together in a sentence using words like ‘and’, ‘but’, ‘or’ e.g. “He walked home but the others rode their bikes”

Complex sentence – sentence comprised of a main message and another message that elaborates or explains it (i.e. the second message depends on the first) e.g. “The cake cooked because it was in the oven”.

Chunking – breaking words up into ‘chunks’ e.g. to/geth/er

Consonant – alphabet letters that are not vowels

Contractions – two words ‘contracted together’ by removing letters e.g. can’t, won’t

cvc words – consonant, verb, consonant words e.g. cat, dog, mat

Denominator – number on the bottom of a fraction e.g. 4 is the denominator of ¾

Digits – the numbers 0 to 9 are digits; a number (or numeral) is made up of digits e.g. 256 is made up of the digits 2, 5 and 6

Digraph – two letters that represent one sound- Vowel digraph e.g. ai as in rain- Consonant digraph e.g. ph, gh

as in photograph

Faces, sides/edges and vertices/corners – a solid figure such as a pyramid, is made up of faces (flat surfaces), sides (sometimes called edges) and vertices (sometimes called corners)

Factor – a number that divides evenly into another number e.g. 3 and 2 are factors of 6

Final consonant blend – final letters in a word that are consonants e.g. ‘st’ in ‘first’

Fractional equivalent – those fractions that have different numbers but that are equal in amount e.g. 4/8 is a fractional equivalent of 1/2

Graduation – a mark on a scale e.g. each mark on a ruler or a measuring cup

Graphaphonics – visual representation of sounds i.e. every sound is represented by a visual symbol

Improper fraction – a fraction where the numerator is greater than the denominator e.g. 15/8

Initial consonant blend – first consonant letters in a word e.g. ‘br’ in ‘bread’

Integers – a number that belongs to the set of numbers (...-3, -2, -1, 0, 1, 2, 3....)

Inverse operations – processes that ‘invert’ previous processes e.g. subtraction ‘undoes’ addition and multiplication ‘undoes’ division

Medial – the middle e.g. medial sounds are those in the middle of a word

Meta-language – language and words about language e.g. noun, verb, adjective

Mixed number – a number that combines a whole number and a fraction e.g. 3½

Mode – the most frequently occurring number in a group of numbers e.g. 3 is the mode in 4, 2, 3, 3, 5, 6, 3 since it occurs the most

Multiples – numbers that a given number will divide evenly into e.g. 8, 16 and 12 are multiples of 4

Numeral – another name for ‘number’ made up of digits e.g. 34 is a number or numeral

Numerator – the number on top of a fraction e.g. 3 is the numerator of ¾

One step problem – word problem that requires only one step to obtain an answer e.g. Fred and Sam have $2 each, how much do they have altogether?

Glossary



Operation – a mathematical process such as ‘add’, ‘subtract’, ‘multiply’ and ‘divide’

Partition – to break up into parts e.g. 8 can be partitioned into 5 + 3, 4 + 4, 6 + 2

Phonemes – a single sound often represented by a single letter e.g. in cat the phonemes are ‘c’, ‘a’, ‘t’, double letter e.g. ‘sh’, ‘wh’, or triple letter e.g.’dge’

Phonemic awareness – the ability to hear, identify and attend to individual sounds (phonemes) in speech

Pictograph – a graph which uses pictures to represent quantities e.g. = 5 children

Place value – the value given to a digit depending on its value e.g. in 364 the digit ‘3’ has a place value of 300, ‘6’ has a place value of 60

Prefix – a syllable added at the start of a word to change the meaning e.g. ‘pre’, ‘un’

Proportional reasoning – reasoning about the comparison of quantities e.g. reasoning that if $1 has five 20-cent pieces then $3 will have fifteen 20-cent pieces

Recount – a retelling of an event or description

Repeating pattern – a pattern that repeats e.g. in numbers: 3,4,1,3,4,1,... in actions: clap, step, jump, flick, clap, step, jump, flick, clap...

Rounding – (or rounding off) determining a number or amount to a required level of accuracy in a practical context e.g. rounding $45.68 to pay at a shop is $45.70

Semantics – meaning in language

Short vowel – e.g. the short sound ‘a’ in fat compared with the long ‘a’ sound in ‘same’

Simile – figure of speech expressing a resemblance e.g. he ran like the windSight words – words that are recognisable just by looking at them e.g. and, but,

Skip count – to count by ‘skipping’ the same amount each time e.g. 3, 6, 9, 12, ....

Subitising – looking at a quantity and knowing how many are there without counting

Suffix – a syllable added at the end of a word to change meaning e.g. ‘ed’, ‘ly’, ‘ness’

Syllable – part of a word that contains a vowel sound e.g. skinny has 2 syllables: ‘skin’ and ‘ny’

Syntax – the way words are put together to make sentences

Theme – subject of a discussion or piece of writing

Two-step problem – word problem that requires two steps to obtain an answer e.g. Fred and Sam have $2 each. What change will they get if they use their money to buy a drink worth $3.50? This requires addition of $2 + $2 = $4 followed by subtraction: $4 – $3.50 = 50c

Two-way tables – tables that shows data in two ways e.g.

Has a cat Doesn’t have a catHas a dog 3 students 5 students

Doesn’t have a dog 4 students 1 student

Translations, reflections and rotations – translate: to slide an object/shape from one place to another without turning it around; reflect: turn object/shape over; rotate: turn an object/shape around

Unit fraction – fraction with ‘1’ as the numerator e.g. ½, 1/3, 1/4

Unmarked number line – number line without a scale marked on it

Verb – action word e.g. wipe, spread, read

Voiced or voiceless sounds – Sounds made with or without the voice e.g. voiced ‘th’ as in ‘the’ voiceless ‘th’ as in ‘think’

Vowel – a,e,i,o,u

Whole number – the set of counting numbers and zero i.e. (0, 1, 2, 3....)



Assessment, Curriculum and Reporting Authority, 2010. Australian Curriculum: English learning area draft consultation version 1.0

Berry, R. & Hudson, J. (1997) Making the Jump. Catholic Education office, Kimberley Region

Bowen, C. (1998) Typical speech development: the gradual acquisition of the speech sound system.

Bowen, C. (1998) Brown’s Stages: The development of morphology and syntax.

Carrell, P. & Eisterhold, J. (1983) Schema theory and ESL reading pedagogy. TESOL Quarterly 17 (4)

Catts, H (1997) The Early Intervention of Language-based Reading Disabilities. Language, Speech and Hearing Services in Schools, volume 28, 86–89

Cowen, J. E. (2003) A Balanced Approach to Beginning Reading Instruction. A Synthesis of Six Major U.S. Research Studies. International Reading Association

Cook, J. & Williams, D. (1997) Working with Children’s Language. Speechmark Publishing Ltd.

Cummins, J. & Swain, M. (1986) Bilingualism in Education. London: Longman

Dept of Education and Training Northern Territory, 2009. NT Curriculum Framework 2009.Dept of Education and Training Western Australia, 2004. First steps: reading map of development. Rigby Heineman, Vic

Dept of Education and Training Western Australia, 2004. First steps: writing map of development. Rigby Heineman, Vic

Easy Does It for Fluency Intermediate. Linguisystems 1998

Dept. of Education and Training (2005) Writing map of development / written by Kevlynn Annandale. ... [et al.] Rigby Heinemann, Port Melbourne, Vic.

Education Department of Western Australia. (2005) First Steps: Writing Resource Book (2nd Ed.) Rigby Heinneman. Melbourne

Evans, J. (1994) First Steps: Developmental Continuum. Rigby Heinemann: Melbourne

Fink,G., Twombly, E. (2004) Ages and Stages Learning Activities. Brookes Publishing Company.

Fritz, H. Etal (1998) Phonological Awareness – it makes sound sense. SPELD: Victoria

Gibbons, P. (1991) Learning to Learn in a Second Language. Primary English Teachers Association, Australia

Gillon, G.T. (2002) Phonological Awareness Intervention for children: From the research Laboratory to the Clinic. The ASHS Leader, 4 15–19)

Gillon, G & Dodd, B. (1993) the communication skills of children with specific reading disability. Australian Journal of Human Communications Disorders, Vol.21 (1)

Heinze, B.A and Johnson, K.L (1998) Easy does it for fluency-Linguisystems, USA

Houlton, D. (1985) All our languages: A handbook for the multi-lingual classroom. London: Edward Arnold

Little, J. & Whyte, L. (2005) Speech Language Pathology Early Intervention Service Delivery Pilot Project. Education Queensland

Luke, A. & Freebody, P. (1999) A Map of Possible Practices: Further notes on the four resources model, in Practically Primary, Volume 4, Number 2, Australian Literacy Educators’ Association

Ludwig, C. (2000) Literacy in the Learning Areas: A Proposition. Literacy Learning: the Middle Years, Vol. 8., No. 1. Australian Literacy Educators’ Association

Meiers, M., Khoo, S.T., Rowe, K., Stephanou, A., Anderson, P., Nolan. K. (2006) Growth in Literacy and Numeracy in the First Three Years of School. ACER Research Monograph No. 61. Camberwell: Australian Council for Educational Research

Munro, J. (1998) Phonological and phonemic awareness: Their impact on learning to read prose and to spell. Australian Journal of Learning Disabilities, 3,2

Munro, J. The process of acquiring reading skills.

Neuman, S.B. & Dickinson, D.K. (eds.) (2001) Handbook of Early Literacy Research. New york: Guildford Press Publications

Northern Territory Curriculum Framework Progress Maps.

Paris, S. (2005) Reinterpreting the Development of Reading Skills. Reading Research Quarterly Vol. 40, no. 2. International Reading Association

Rowe, Ken and National Inquiry into the Teaching of Literacy (Australia), ‘Teaching Reading’ (2005)

Speech Pathology Australia (1997) The sound of speech; the ages and stages of Children’s Speech.

Topfer, C. & Arendt, D. (2009) Guided thinking for effective spelling. Curriculum Corporation: Melbourne

Semel,E., Wiig, E.H., Secord, W.A. (2006) Clinical Evaluation of Language Fundamentals Pragmatics Profile. Harcourt Assessment. Pearson

References

Literacy and Numeracy · Acknowledgements The production of Prioritising Literacy and Numeracy,...

Documents

Transcript of Literacy and Numeracy · Acknowledgements The production of Prioritising Literacy and Numeracy,...