NSW Department of Education and Communities

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NSW Department of Education and Communities

• Introducing the
• Literacy continuum K10
• supporting quality teaching in your school

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Preparation for this session

• There are two versions of the Literacy continuum
  K-10
• print or poster versions of the K-10 continuum
  (as K-6 and 7-10)
• (link if required)
•  http//www.curriculumsupport.education.nsw.gov.au
  /literacy/index.htm
• 2. link to the online interactive version
• (link)
• http//www.literacy-continuum.det.nsw.edu.au/

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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 K10 can
  support literacy teaching at a whole school
  level, at a classroom level and for students.

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Activity 1 K W L
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What is literacy ?

• Literacy is the ability to understand and
  evaluate meaning through reading and writing,
  listening and speaking, viewing and representing.
  
• (NSW Literacy K12 Policy, 2007)
• https//www.det.nsw.edu.au/policies/curriculum/sch
  ools/literacy/PD20050288.shtml?queryliteracypoli
  cy

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Literacy K12 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
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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.
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Why a Literacy continuum K10 ?
The Literacy continuum K10 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.
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.
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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.educat
ion.nsw.gov.au/literacy/publications/index.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?
Texts include oral, aural, written, visual,
electronic and multimodal texts.
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Learning about the critical aspects
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.
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Learning about the critical aspects
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.
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Constrained and unconstrained skills
Reading texts
Comprehension
Unconstrained skills
Vocabulary knowledge
Aspects of writing
Aspects of speaking
Phonics
Phonemic awareness
Constrained skills
Concepts about print
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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.
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Clusters of markers across the primary years
Y5
Y6
Kindergarten
Y1
Y2
Y3
Y4
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Clusters of markers across the secondary years
Y7
Y8
Y9
Y10
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Activity 3 Exploring the Literacy continuum K10
Open a copy of the K-6 and 7-10 poster size
continuums
Share copies of the print (poster) version of the
K-6 and 7-10 continuums.
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• Progression of knowledge and skills in an aspect

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• Across all aspects

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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.
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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 (thi
s link will direct you to the NSW DEC portal
first) OR 2. Use the following slides as an
introduction and explore after the workshop
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NSW Interactive continuum 710
Critical aspects
Lea r n i ng Sequence
The layout Aspects across the top Clusters
down the side
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Hover over a cluster to enlarge
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Click on the arrow at the edge to get to the next
cluster
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Collapse feature
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Compare feature

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Links feature
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Teaching Ideas
Markers for the cluster (in the aspect) Teaching
Ideas with instructions.
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Activity 4 How can the continuum be used
in your context ?
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How can the continuum be used in your context ?
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Activity 5 How can the continuum be used
at your school?
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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.

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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.curriculum
support.education.nsw.gov.au/literacy/publications
/index.htm
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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.
114 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,
lthttp//research.acer.edu.au/aer/1gt 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/CurrentResear
ch/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,
lthttp//reserach.acer.edu.au/monitoring_learning/2
gt 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
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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.
58 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,
ltwww.readingonline.org/articles/handbook/pressley/
index.htmlgt PikulskiJJ Chard, D (2005)
Fluency Bridge between decoding and reading
comprehension, The reading teacher, vol 58, 6,
pp. 510519 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
(199394) romance and Reality (Distinguished
Education Series), The Reading Teacher, vol 44,
4, pp. 28091 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 childrens
literature, Oxford University Press,
Oxford
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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.curric
ulumsupport.education.nsw.gov.au/literacy/workshop
s/index.htm Best Start Kindergarten Assessment
and accompanying resources including
supplementary literacy information http//www.curr
iculumsupport.education.nsw.gov.au/beststart/asses
s.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.curri
culumsupport.education.nsw.gov.au/literacy/prolear
n/index.htm
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