overseas- and Australian-born children whose first language is a language other than English Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including creoles and related varieties. EAL/D learners enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use English. EAL/D learners are simultaneously learning a new language and the knowledge, skills and understanding of the Mathematics syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency. NATIONAL LITERACY AND NUMERACY LEARNING PROGRESSIONS The can assist in strengthening teacher knowledge and facilitating a shared professional 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. The progressions are organised into elements and sub-elements that describe common developmental pathways as students become increasingly adept in particular aspects of literacy and numeracy. Each sub-element is clarified by descriptions of observable student behaviours known as indicators. The indicators within each sub-element are grouped together to form developmental levels. The has been mapped to the NSW English K–10 syllabus and the has been mapped to the NSW Mathematics K–10 syllabus to demonstrate the range and level of literacy and numeracy skills required to access the outcomes and content.
overseas- and Australian-born children whose first language is a language other than English Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including creoles and related varieties. EAL/D learners enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use English. EAL/D learners are simultaneously learning a new language and the knowledge, skills and understanding of the Mathematics syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency. NATIONAL LITERACY AND NUMERACY LEARNING PROGRESSIONS The can assist in strengthening teacher knowledge and facilitating a shared professional 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. The progressions are organised into elements and sub-elements that describe common developmental pathways as students become increasingly adept in particular aspects of literacy and numeracy. Each sub-element is clarified by descriptions of observable student behaviours known as indicators. The indicators within each sub-element are grouped together to form developmental levels. The has been mapped to the NSW English K–10 syllabus and the has been mapped to the NSW Mathematics K–10 syllabus to demonstrate the range and level of literacy and numeracy skills required to access the outcomes and content.