Interactive literacy journeys – text version

NSW Literacy continuum K—10 in the progression of learning

In this interactive you examine the pathways of literacy development of our Stage 3 learners, Harry, Jamal and Anya, from prior to school to adulthood. Each child’s journey is different and their progress varies in the different stages at varying rates of progress. The main point is that a person’s development may accelerate, stagnate or regress at various times of life, for various reasons. It is important to regularly monitor students’ skills across the aspects of literacy and differentiate the learning programs to suit their needs.

After their journey, we focus on Harry, Jamal and Anya’s progress at the end of Stage 3.

Prior to school

Development

Early childhood is a crucial stage of life for physical, intellectual, emotional and social development. From birth children are learning about themselves, other people and the world around them and playing an active role in their learning.

Stage of schooling

Prior to school experiences provide opportunities for children to learn through play as they discover, create, imagine and develop their skills in solving problems, communicating and socialising. These experiences lay the foundation for later school success.

Literacy continuum connection

Children learn that the written word has meaning. They recognise their own name, and may identify some letter names. Children understand that they can create symbolic representations of their world and their thinking. They engage in reading-and writing-like behaviours, and enjoy sharing stories.

Early Stage 1

Development

Children are increasingly active in their own learning. Interactions between children and more knowledgeable peers and adults are important. Cooperative play is evident, and children begin to be able to follow rules, such as in games.

Stage of schooling

Spoken language is used for many purposes – mixing informally, asking and responding to questions, expressing ideas. Students show a growing awareness of importance and uses of reading and writing, to explore texts and ideas. Learning is scaffolded.

Literacy continuum connection

Students can read, interpret and respond to texts. They justify opinions. Students demonstrate knowledge of common words, and can identify basic grammar and structure of texts. They write one or more simple sentences, and engage in discussions, classroom activities and word play.

Stage 1

Development

Physical skills become more precise and accurate. Children are figuring out the world and who they are and how they fit into it. They start to show more sophisticated and complex emotions and interactions.

Stage of schooling

Stage 1 provides the basis for foundational competence in spoken and written texts. Children begin to be aware of adjustments when communicating. They apply an ever-increasing variety of skills and strategies to learning in all subjects.

Literacy continuum connection

At the end of Stage 1, children engage with both literary and factual texts, and read and write for different purposes. They build understanding of text by using prior knowledge, and can re-tell a story. They create longer texts, and communicate confidently, using words and phrases for effect.

Stage 2

Development

This is a period of major transition. Children become more independent, and are able to handle responsibilities. Social groups are increasingly important, but parental example is still strong. Physical growth can be rapid.

Stage of schooling

Students are refining skills established in earlier grades, and developing new skills and understandings about learning. Their sense of personal and social identity is developing. They pursue their own interests and can become deeply engrossed in challenging subjects.

Literacy continuum connection

Students access more challenging and varied texts on unfamiliar topics. They make inferences about events and consequences, seek further information and speak confidently to an audience. Students can work out unfamiliar words, and select suitable language and structures for texts.

Stage 3

Development

Peer relationships become more complex, and the opinions of friends take on growing significance. Relationships change with parents and siblings, and puberty begins. This can be a time of increasing independence in social activities and strong friendships, as well as anxiety and competitiveness.

Stage of schooling

Students have a sound understanding of the essential skills for further learning. They experiment with using the language, and are interested in the wider world. The challenges of high school are anticipated.

Literacy continuum connection

Students read, view and use a wide range of texts, which they can interpret and critically analyse. They critically reflect on their own texts, and can sustain a point of view throughout a written or spoken text. Content vocabulary increases and is used appropriately.

Stage 4

Development

Influences on adolescents extend beyond family and immediate peers. Young people begin to challenge orthodoxy and the ideas of others. They have a greater understanding of personal thinking processes and how their experiences influence their responses.

Stage of schooling

Students focus for longer periods on more complex tasks. They apply knowledge and skills in new subject contexts. Students begin to identify and compare different perspectives and interpretations.

Literacy continuum connection

Students synthesise knowledge across a range of texts to present ideas and information. They become aware of more complex underlying social, cultural and historical values, and the ways these can influence purpose and audience for texts.

Stage 5

Development

Young people are now more independent and self-reliant, but may alternate between high levels of self-confidence and worries about failure. They are critically reflective in their examination of experiences. They explore challenging ideas and ethical dilemmas through moral reasoning.

Stage of schooling

Students narrow the focus of their academic interests. Their capacity for abstract and academic thought increases. Reason and logic are used to explore new ideas. Attitudes, biases and assumptions are challenged, and thinking is increasingly supported with evidence

Literacy continuum connection

Students understand that establishing credibility and authenticity is important in the texts they read, view and create themselves. They become increasingly skilled and confident in using language for effect and synthesising arguments in discussions.

Stage 6

Development

Sense of identity continues to develop. Young adults value alternative perspectives and seek compromise. They recognise social / cultural / historical traditions and practices, and how these may contribute to their expanding self-concept. There is greater awareness of the impact of their actions on others.

Stage of schooling

Students have defined work habits and can apply sustained effort to challenging tasks and long term projects. They focus on extended responses to explore complex concepts. Resources and ideas are used strategically.

Literacy continuum connection

Students navigate a large volume of texts to complete complex tasks. They engage with formal, specialised academic language in texts. They can use sophisticated language to describe concepts and ideas, and they create texts that reflect independent thinking.

Adult

Development

Personal growth and development are shaped and challenged by new and varied experiences. Study, work, friends, family, travel, hobbies and specialised interests and contribute to the development of ideas, values and concepts through life.

Stage of schooling

Learning expands and may include formal study and training. Career and workplace learning requires application of new skills and knowledge to different contexts. Learning is both formal and informal.

Literacy continuum connection

Specialised workplace and learning contexts require specialised literacy skills and knowledge, as well as the application of existing skills to new contexts. Critical aspects of literacy continue to develop through adult life. Life-long literacy development is significantly influenced by early habits and post-school learning opportunities.

As every learner is different, what are the implications for context?

Now we focus on Harry, Jamal and Anya’s progress at the end of Stage 3.

Harry’s progress for aspects of literacy is at the following levels:

• Reading texts - higher

• Comprehension – typical

• Vocabulary knowledge – higher

• Aspects of writing – higher

• Aspects of speaking – lower

• Phonics - typical

• Phonemic awareness - typical

• Concepts about print – typical

Jamal’s progress for aspects of literacy is at the following levels:

• Reading texts – lower

• Comprehension – typical

• Vocabulary knowledge – lower

• Aspects of writing – lower

• Aspects of speaking – higher

• Phonics - typical

• Phonemic awareness - typical

• Concepts about print - typical

Anya’s progress for aspects of literacy is at the following levels:

• Reading texts - higher

• Comprehension – typical

• Vocabulary knowledge – higher

• Aspects of writing – typical

• Aspects of speaking – lower

• Phonics - typical

• Phonemic awareness - typical

• Concepts about print - typical