File Name: literacy and numeracy framework .zip
- Numeracy framework
- National Literacy and Numeracy Learning Progressions
- The European Journal of Literature and Linguistics, Issue 2/2018
- The European Journal of Literature and Linguistics, Issue 2/2018
The National Literacy and Numeracy Framework LNF is designed to help embed literacy and numeracy into all subjects for learners aged 5 to 14 and is statutory throughout Wales. The LNF sets the skills we expect learners to develop. Within literacy we expect learners to become accomplished in:. National Numeracy and Literacy Tests. All children in years 2 to 6 take tests in literacy and numeracy in the summer term that are issued by the Welsh Government.
Can't find what you're looking for? Search Resources. They were developed using evidence-based research in consultation with literacy and numeracy experts and practising teachers. The progressions are an important component of the NSW Literacy and Numeracy Strategy and can assist in strengthening teacher knowledge and facilitate a shared understanding of literacy and numeracy development.
The progressions can be used to identify the literacy and numeracy development of students and the development that should follow. This assists teachers to differentiate teaching and learning experiences and to provide feedback to students about next steps in learning. The progressions are used in conjunction with the syllabuses, which remain the focus for planning, programming, teaching, learning and assessment.
NESA has provided advice about the relationship of the progressions to the syllabus by the inclusion of a general statement about their purpose. NESA has also mapped the progressions to the outcomes and content of these syllabuses. The mapping of the literacy progression has been included within the NSW English K—10 syllabus and the mapping of the numeracy progression has been included within the Mathematics K—10 syllabus. This has been done to demonstrate the range and level of literacy and numeracy skills required to access the outcomes and content.
Improving literacy and numeracy skills in students is a priority for many schools. The development of the progressions was identified by the council of education ministers Education Council as an area for national action under the National STEM School Education Strategy This national action was designed to:.
Successful teaching and learning to address student needs in relation to literacy and numeracy requires the teacher to have an understanding of where the student is now and where the student needs to go next in their literacy and numeracy development. The progressions describe common pathways or developmental sequences for the acquisition of aspects of literacy and numeracy development. The progressions complement key learning outcomes of the Early Years Learning Framework COAG — particularly that children are confident and involved learners and effective communicators.
There are common structural and organisational features in the progressions. Within each progression, the largest structural unit is an element. Elements are further divided into sub-elements, which are populated with indicators. The indicators within a sub-element are grouped together to form developmental levels. Where appropriate, the indicators in a sub-element are grouped into subheadings The division of each progression into elements and sub-elements, which are presented as sequences, ensures structural consistency throughout the progressions.
In the NSW syllabuses, learning area content describes the knowledge, understanding and skills to be taught in each stage. The progressions, which provide a sequence for the development of literacy and numeracy skills, amplify the literacy and numeracy in the NSW syllabuses. They do not replace the syllabuses. The content and outcomes of the syllabuses continue to be the focus for planning, programming, teaching, learning and assessment in relation to the NSW curriculum.
In the NSW syllabuses, literacy skills are explicit in English and numeracy skills are explicit in Mathematics. However, all NSW learning areas require the application and development of discipline-specific literacy and numeracy knowledge and skills. The progressions do not describe what to teach; they provide a detailed map of how students become increasingly adept in particular aspects of literacy and numeracy development.
Outcomes and content continue to be the focus for planning, programming, teaching, learning and assessment in relation to the NSW syllabuses. Figure 1 shows the relationship between the progressions and the NSW syllabuses, in the context of the teaching and learning cycle.
Diagram showing how the learning progressions can be used to support teaching and learning of all NSW syllabuses. In a school, the benefits of the progressions are maximised where there is a whole-school, systematic approach to literacy and numeracy development that ensures:. While much of the explicit teaching of literacy and numeracy occurs in the learning areas of English and Mathematics, literacy and numeracy skills are strengthened, made specific and extended in other learning areas.
Literacy and numeracy are part of learning in all curriculum areas in both primary and secondary contexts. The way the progressions are used may differ in various contexts. The benefits of the progressions are maximised where the teacher:. Adjustments may be needed for students with disability to demonstrate their learning and be considered against the progressions.
During , version 1 of the progressions was developed, in consultation with literacy and numeracy experts refer to Appendix 5 , using available evidence of the learning sequences for literacy and numeracy development. Appendices 1—4 outline research used in the development of the progressions. The use of learning progressions is of increasing interest to educators as it builds on other theories of the developmental nature of student learning.
A considerable body of research shows that optimal learning occurs when learners are presented with challenges just beyond their current level of attainment.
A learning progression can be described as a common pathway of conceptual development or a sequence for learning or acquiring a new skill. Version 1 of the progressions was trialled by teachers in Australian schools between March and May State and territory school and curriculum authorities nominated trial participants.
Trial participants gave comprehensive feedback about the usability of each progression in locating student literacy and numeracy development and determining the learning that should follow. This resulted in specific suggestions for improvement. From early July to 23 August , consultation on version 1.
This work was used to inform the progressions. Findings from consultation and further validation informed the development of version 2 in September The personal information captured in this form is used for the sole purpose of sharing this page. It will not be stored, used or disclosed by NESA for any other purpose, unless it is authorised by law. Web Content Viewer Display content menu Display portlet menu.
Media Releases. News Stories. Official Notices. Print Download Share. This national action was designed to: … better assist teachers to identify and address individual student needs according to the expected skills and growth in student learning at key progress points from the early years through high school, given the evidence of the spread of student achievement within any classroom. The progressions provide a tool to: locate the literacy and numeracy development of students and identify the literacy and numeracy development that should follow facilitate a shared professional understanding of literacy and numeracy development.
To accommodate teachers across stages of schooling and subjects, the progressions provide: links between the stages and expectations in the NSW syllabuses for English and Mathematics. Teachers While much of the explicit teaching of literacy and numeracy occurs in the learning areas of English and Mathematics, literacy and numeracy skills are strengthened, made specific and extended in other learning areas.
Reflects growing interest in learning progressions The use of learning progressions is of increasing interest to educators as it builds on other theories of the developmental nature of student learning. Trialled in Australian schools Version 1 of the progressions was trialled by teachers in Australian schools between March and May Improved based on school trial and validation data Further improvements were made on the basis of analysis of findings from the trial and NAPLAN validation work.
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National Literacy and Numeracy Learning Progressions
Can't find what you're looking for? Search Resources. They were developed using evidence-based research in consultation with literacy and numeracy experts and practising teachers. The progressions are an important component of the NSW Literacy and Numeracy Strategy and can assist in strengthening teacher knowledge and facilitate a shared understanding of literacy and numeracy development. The progressions can be used to identify the literacy and numeracy development of students and the development that should follow. This assists teachers to differentiate teaching and learning experiences and to provide feedback to students about next steps in learning. The progressions are used in conjunction with the syllabuses, which remain the focus for planning, programming, teaching, learning and assessment.
Welsh Government, corp creator. Download kB Preview. Text nlnfinformationdocumenten. Download kB. Text Literacy-Oracy across the curriculum.
The European Journal of Literature and Linguistics, Issue 2/2018
Graduation Numeracy Assessment Design Specifications. BC Curriculum Website. Mathematics is the study of number, shape, space and pattern and other related topics. Pure mathematics involves formal and abstract representations of ideas.
Abstract : Abstract: The article highlights the importance of literacy and numeracy along the other basic skills of language learning in education. Bibliography : 1. French G. Early Literacy and Numeracy Matters. Epstein A.
This expanded pathway enables the acknowledgment of the smaller steps many students make, allows for documentation of those steps and recognises the significant achievement of many students with diverse needs in all school settings. Search all of TKI. Search community. Assessment navigation Home.
Improving adults' literacy and numeracy skills is a key action within the New Zealand Skills Strategy.
The European Journal of Literature and Linguistics, Issue 2/2018
The strategy was developed and will be implemented in collaboration with school leaders and teachers, literacy and numeracy experts and other key stakeholders. The initiative gives intensive teaching support to government secondary school students who are at risk of finishing school without the literacy and numeracy skills they need for future work, education and training. This initiative will give students additional teaching support to improve their literacy and numeracy, building on the hard work that schools are already doing to improve literacy and numeracy outcomes for all students. Middle Years literacy and numeracy support initiative case study resources for teachers and school leaders. Explicit reporting of literacy and numeracy attainment will be introduced from The standards are what is typically expected of those entering the workforce from school.
Очень хорошенькие? - повторил он с нарочитым немецким акцентом. - Рыженькие. - Да, а как зовут вашего брата.
- Давайте попробуем кандзи. И словно по волшебству все встало на свое место. Это произвело на дешифровщиков впечатление, но тем не менее Беккер продолжал переводить знаки вразнобой, а не в той последовательности, в какой они были расположены в тексте. - Это для вашей же безопасности, - объяснил Морант. - Вам незачем знать, что вы переводите. Беккер засмеялся.
Пиджак защитного цвета от него отделяли теперь уже только десять человек. Беккер шел, низко опустив голову. Халохот прокручивал в голове дальнейшие события. Все было очень просто: подойдя к жертве вплотную, нужно низко держать револьвер, чтобы никто не заметил, сделать два выстрела в спину, Беккер начнет падать, Халохот подхватит его и оттащит к скамье, как друга, которому вдруг стало плохо. Затем он быстро побежит в заднюю часть собора, словно бы за помощью, и в возникшей неразберихе исчезнет прежде, чем люди поймут, что произошло. Пять человек. Четверо.
Человек улыбнулся: охота становилась интересной. Беккер здесь… Я чувствую, что. Он двигался методично, обходя один ряд за другим. Наверху лениво раскачивалась курильница, описывая широкую дугу. Прекрасное место для смерти, - подумал Халохот. - Надеюсь, удача не оставит .
АНБ поручили разыскать отправителя. Хотя агентство имело возможность потребовать от переадресующей компании открыть ему имя этого клиента, оно решило прибегнуть к более изощренному методу - следящему устройству. Фактически Сьюзан создала программу-маяк направленного действия, замаскированный под элемент электронной почты.
А теперь выходи. Но Мидж эта ситуация явно доставляла удовольствие. Она подошла к окну, вертя бумагу перед глазами, чтобы найти лучший угол для падения лунного света. - Мидж… пошли.
По выражению лица панка Беккер понял, что тот знает, о ком идет речь.
Он уходил корнями в давние времена. В эпоху Возрождения скульпторы, оставляя изъяны при обработке дорогого мрамора, заделывали их с помощью сеrа, то есть воска. Статуя без изъянов, которую не нужно было подправлять, называлась скульптурой sin cera, иными словами - без воска. С течением времени это выражение стало означать нечто честное, правдивое. Английское слово sincere, означающее все правдивое и искреннее, произошло от испанского sin сега - без воска.
Фотография внезапно обрела резкость, но он понимал, что увиденное слишком невероятно. Один шанс к миллиону. У меня галлюцинация. Когда двери автобуса открылись, молодые люди быстро вскочили внутрь.
Сьюзан понимала: как только Хейл заподозрит, что она искала что-то в его компьютере, то сразу же поймет, что подлинное лицо Северной Дакоты раскрыто. И пойдет на все, лишь бы эта информация не вышла из стен Третьего узла. А что, подумала Сьюзан, если броситься мимо него и побежать к двери.