NSW Department of Education and Communities
Introducing the
Literacy continuum K–10:
supporting quality teaching in your school
Preparation for this session
There are two versions of the Literacy
continuum K-10:
1. print or ‘poster’ versions of the K-10
continuum (as K-6 and 7-10)
(link if required)
http://www.curriculumsupport.education.nsw.g
ov.au/literacy/index.htm
2. link to the online interactive version
(link)
http://www.literacy-continuum.det.nsw.edu.au/
3. Handouts:
KWL (sheet)
Names/definitions of critical aspects (strips)
How I can use the continuum … (sheet)
During this session, you will …
1. consider the significance of literacy teaching
2. become familiar with the critical aspects of the literacy identified in
the continuum
3. develop an understanding of the progression of literacy across the
learning sequence
4. explore the key features of the print and interactive continuums
5. identify how the Literacy continuum K–10 can support literacy
teaching at a whole school level, at a classroom level and for students.
Activity 1: K W L
What is literacy ?
Literacy is the ability to understand and
evaluate meaning through reading and
writing, listening and speaking, viewing
and representing.
(NSW Literacy K–12 Policy, 2007)
https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml?query=literacy+policy
Literacy K–12 in NSW DEC
The NSW DEC Literacy K-12
Policy is the foundation for NSW
DEC literacy programs and
resources.
Several programs and initiatives
use the Literacy continuum K-10
as a professional learning and
teaching tool.
early years
middle years
later years
All learning areas
While literacy comprises a complex repertoire of knowledge and
skills that develop throughout the years of schooling, its practical
application is at the core of teaching and learning.
Accordingly, literacy is not a subject in its own right but is
fundamental to all learning areas.
(An introduction to quality literacy teaching, NSW DET, 2009 p. 11)
Literacy is a general capability included in
learning across the curriculum content in the
NSW syllabuses for the Australian curriculum.
Why a Literacy continuum K–10 ?
The print version
includes two
documents, K-6 and
7-10. These are
designed to sit next
to each other in
order to be read
across.
The Literacy continuum
K–10 describes the development
of literacy knowledge, skills and
strategies typically expected of
most students in eight areas
identified as critical to literacy
progress.
The continuum reinforces the need
for continuity in literacy teaching
and learning.
It supports teachers to assess, plan
and teach literacy in their context.
Activity 2: exploring the 8 critical aspects
Each critical aspect is defined briefly on the continuum.
They are explored in greater detail in An introduction to quality literacy
teaching, NSW DET, 2009.
http://www.curriculumsupport.education.nsw.gov.au/literacy/publications/in
dex.htm
1. Look at the 8 aspects and match their definitions.
(Note: ‘Texts’ include oral, aural, written …)
2. Are there any aspects that are new to you?
3. Are there any aspects that you consider overlap and/or do
you think there is anything missing?
Learning about the critical aspects
Literacy continuum K-10
Reading
texts
Comprehension
Vocabulary
knowledge
Aspects of
writing
Aspects of
speaking
Phonics
Phonemic
awareness
Concepts
about print
Reading texts
involves recognising words automatically, reading in a phrased and fluent way and
navigating texts to create meaning.
Comprehension
involves responding to, interpreting, analysing and evaluating texts.
Vocabulary knowledge
involves understanding the meaning of spoken and written words and using words
to create and understand texts.
Aspects of writing
involves using spelling, grammar, design features, handwriting and digital tools to create
texts for specific purposes.
Learning about the critical aspects
Literacy continuum K-10
Reading
texts
Comprehension
Vocabulary
knowledge
Aspects of
writing
Aspects of
speaking
Phonics
Phonemic
awareness
Concepts
about print
Aspects of speaking
involves using oral language to communicate with others in a range of contexts, and
listening actively and attentively when interacting with others.
Phonics
involves making the connection between sounds and letters when reading and spelling.
Phonemic awareness
involves hearing and manipulating sounds in spoken language.
Concepts about print
involves understanding and using conventions and concepts about print.
Constrained and unconstrained skills
Reading texts
Comprehension
Vocabulary knowledge
Aspects of writing
Aspects of speaking
Phonics
Phonemic awareness
Concepts about print
Unconstrained
skills
Constrained
skills
Aspects, clusters and markers
Each critical aspect is organised into clusters of
learning that appear in a sequence; and within
these clusters, there are markers which are
milestones of expected achievement of the typical
student at particular points in time.
Clusters of markers across the primary years
Kindergarten
Y1
Y2
Y3
Y4
Y5
Y6
Clusters of markers across the secondary years
Y7
Y8
Y9
Y10
Activity 3: Exploring the Literacy continuum K–10
Open a copy of
the K-6 and 710 poster size
continuums
Share copies of the print (poster) version of the K-6 and 7-10
continuums.
Progression of knowledge and skills in an aspect
Across all aspects
Activity 3: a closer look at one aspect
1. Look at the aspect Reading Texts.
2. Read these clusters of markers:
Cluster 6 (end of Year 1)
Cluster 9 (end of Year 3)
Cluster 11 (end of Year 5)
Cluster 13 (end of Year 7)
Cluster 15 (end of Year 9)
3. Discuss how the literacy learning progresses in this
aspect across the years.
Exploring the interactive version of the
Literacy continuum K-10
The interactive continuum has a different layout and
additional features to the print (poster) format.
To explore this format, either:
1. Explore online as part of this workshop
http://www.literacy-continuum.det.nsw.edu.au
(this link will direct you to the NSW DEC portal first)
OR
2. Use the following slides as an introduction and explore after the
workshop
NSW Interactive continuum 7–10
Critical aspects
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The layout:
Aspects across the top
Clusters down the side
Hover over a cluster to enlarge
Click on the arrow at the edge
to get to the next cluster
Collapse feature
Compare feature
Links feature
Teaching Ideas
Markers for the
cluster (in the
aspect)
Teaching Ideas with
instructions.
Activity 4: How can the continuum be used
in your context ?
think
How can the
continuum be
used in your
context?
pair
share
How can the continuum be used in your context ?
Track and
monitor student
achievement
Strengthen
literacy in all
KLAs
Determine where
to next for
teaching
Communicate
clear learning
goals with
students
Activity 5: How can the continuum be used
at your school?
As a whole school, the continuum can be used
to:
• develop a shared common language to talk about literacy
• take responsibility together for the development of students’ literacy
skills
• improve explicit and systematic teaching across the whole school
• make informed, consistent judgements together about students’
literacy progress
• develop common targets for literacy learning in across subject areas
• systematically track and monitor student literacy skill development
across years of schooling
• increase students’ and parents’ understanding of literacy and its
developmental nature.
What other support is there to help me
develop a quality literacy program?
An introduction to quality literacy teaching provides
advice for teachers from Kindergarten to Year 12 on what
can be considered quality literacy teaching that will make
the difference i.e. literacy teaching that is explicit,
systematic, balanced and integrated.
It has relevance for all teachers working across the
curriculum.
This document can be downloaded from the DEC Literacy
website under Publications.
Available for download from:
http://www.curriculumsupport.education.nsw.gov.au/literacy/publications/index.htm
Research underpinning the literacy continuum
Coltheart, M (2005) Quality teaching and the ‘literacy debate’, Professional Educator, vol 4, 1, p. 5
Dinham, S, Aubusson P & Brady, L (2009) ‘Distributed leadership as a factor in and outcome of teacher
action learning’, International electronic journal for leadership in learning, vol 12, 4, February, pp. 1–14
Edward-Groves, CJ (2003) On task: Focused literacy learning, Primary English Teaching Association
(PETA) Sydney, NSW
Freebody, P (2007) ‘Literacy Education in School: Research Perspectives from the Past, for the Future’,
Australian Education Review, viewed 19 June 2009, <http://research.acer.edu.au/aer/1>
Hattie, JA (2009) Visible learning: A synthesis of over 800 meta analyses relating to achievement,
Routledge, New Zealand
International Reading Association (2001) Summary of the US National Reading Panel Report,
Teaching children to read, viewed 12 May 2009,
http://www.reading.org/General/CurrentResearch/Reports.aspx
Louden, W, Rohl ,M, Barratt Pugh, C, Brown, C, Cairney, T, Elderfield, J, House, H, Meiers, M,
Rivalland J & Rowe, K (2005) ‘In Teachers’ Hands: Effective Literacy Teaching Practices in the Early
Years of Schooling’, Monitoring Learning, viewed 20 May 2009,
<http://reserach.acer.edu.au/monitoring_learning/2>
Ludwig, C (2003) Making sense of literacy, Newsletter of the Australian Literacy Educators’ Association,
February, viewed 20 May 2009, http://www.dete.sa.gov.au/limestone coast/files/links/Making
sense_of_Literacy.pdf
Research references (continued)
Luke, A & Freebody, P (1999) ‘A map of possible practices: Further notes on the four Resources Model’,
Practically primary, vol 4, no 2, pp. 5–8
Nichols, WD, Rupley, WH & Rickelman, RJ (2004) ‘Examining phonemic awareness and concepts of
print patterns of kindergarten students’, Reading research and instruction, vol 43, 3, p. 61
Parris,SR & Collins Block, C (2007) ‘The expertise of adolescent literacy teachers’, Journal of
adolescent and adult literacy, vol 50, 7
Pressley, M (2002) Comprehension instruction: What makes sense now? What might make sense
soon? Reading online, International Reading Association, viewed 2 December 2008,
<www.readingonline.org/articles/handbook/pressley/index.html>
PikulskiJJ & Chard, D (2005) ‘Fluency: Bridge between decoding and reading comprehension’, The
reading teacher, vol 58, 6, pp. 510–519
Rasinski, TV (2006) ‘Fluency: An oft-neglected goal of the reading program’, Understanding and
implementing reading first initiatives: The changing role of administrators, Cummins, C (ed) International
Reading Association, Newark, Delaware
Stanovich, KE (1993–94) ‘romance and Reality (Distinguished Education Series), The Reading
Teacher, vol 44, 4, pp. 280–91
Taylor, BM, Pearson, PD, Clark, K & Walpole S (2000) Beating the odds in teaching all children to
read, CIERA Report #2 – 006, University of Michigan, Ann Arbor
Winch, G, Johnston, R, Holiday, M, Ljungdahl, L & March, P (2001) Literacy: Reading, writing and
children’s literature, Oxford University Press, Oxford
Professional learning
Several short courses and professional learning programs are linked to the use of
the Literacy continuum. These include:
short courses related to An introduction to quality literacy teaching and the
Literacy teaching guides
http://www.curriculumsupport.education.nsw.gov.au/literacy/workshops/index.htm
Best Start Kindergarten Assessment and accompanying resources including
supplementary literacy information
http://www.curriculumsupport.education.nsw.gov.au/beststart/assess.htm
Language, Learning and Literacy (L3) – a professional learning program for
Kindergarten and Stage 1 teachers
http://www.curriculumsupport.education.nsw.gov.au/beststart/lll/index.htm
New Focus on Reading 3-6 – a professional learning program for Years 3 to 6
teachers
http://www.curriculumsupport.education.nsw.gov.au/literacy/prolearn/index.htm
KWL