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					NT Curriculum Framework Progress Maps
                                   Using standards to inform teaching and learning
Introduction
The Northern Territory Curriculum Framework (NTCF) identifies learning outcomes (Curriculum Standards) for
all NT learners from Transition to Year 9. The outcomes describe a map of learning progress and enable
teachers to develop teaching and learning sequences taking into account their classroom context and the
needs of their students.
Intended curriculum
         Identifying what learners are expected to learn. These expectations are defined by the
         outcomes and standards in the learning progress maps in the NTCF.
                                                                   NTCF Overview, pg.2
With this concept in mind, progress maps have been developed to clarify the level of student achievement,
skills and understandings of the NTCF and assist teachers in making on-balance, holistic judgements about
student progress in relation to standards. These progress maps support teachers in their planning for learning
by identifying the interrelation of curriculum, achievement, National and NT Reporting Standards. They also
inform teachers’ understandings in order to maintain high standards of student achievement, and provide a
frame of reference for monitoring individual student growth against standards.

Standards in the NTCF
Each progress map identifies achievement standards (shaded bands on each map) for all learners in NT
schools. National Standards for Years 3, 5, 7 & 9, derived from 2008/09 NAPLAN, have been indicated as well
as the NT Reporting Standard for each year level.
         Curriculum standards are descriptions of what teachers are expected to teach and students are
         expected to learn. The curriculum standards in the NTCF consist of outcomes and indicators and
         represent a developmental learning continuum.
         Achievement Standards identify the range of levels of achievement expected for learners from
         Transition to Year 9. These standards establish high expectations for all learners and are based on
         research (SOLO Taxonomy) into student cognitive capability.
         National Standards are used to monitor performance of NT learners compared to all Australian
         students. Proficiency (national mean or average) and National Minimum Standards in literacy,
         numeracy and science have been determined through national (NAPLAN) and international (PISA and
         TIMSS) assessments.
         NT Reporting Standards provide a reference for communicating the level of student achievement to
         parents, through a standardised judgement representing actual student attainment. Schools are
         required to communicate student learning progress and achievement to parents using a five point
         scale of A, B, C, D, E. In the NT, a grade of D on this scale has been determined by the 2008
         NAPLAN minimum standard.




Note 1: The identification of the NT Reporting Standard was informed by national standards (2008 NAPLAN) and NT achievement
         standards.
Note 2: The NT Achievement Standards, National Standards and the learner’s actual achievement as assessed by the teacher e.g.
         at KGP/Band/Level at emerging, solid or comprehensive level, is used to determine an A to E achievement grade.
        Annotated Sample of a Progress Map
        For ease of use, this resource has been divided into year levels (T to 6) for Early Childhood and Primary
        teachers and into learning areas e.g. Maths and English etc. for Middle and Secondary teachers.




                                                                                                            Curriculum standards
                                                                                                            are NTCF outcomes
                                                                                                            from each band that
                                                                                                            describe the stage in a
                                                                                                            learner’s development.




                                                                                                                 National Minimum
                                                                                                                 Standard range for
                                                                                                                 that year level.




This indicates                                                                                                    Proficiency is the
the location of                                                                                                   Australian average
the A-E                                                                                                           for that year level
reporting
range in
relation to the
NT
Achievement
Standards.




                                                                                                  Shaded bands indicate
                                                                                                  the expected range of
                                                                                                  achievement (NT
                                                                                                  Achievement Standard)
                                                                                                  for the year level.




              Level required within
              NTCF outcomes to
              achieve an A and C
              for this year level.
                                        YEAR 7 WRITING PROGRESS MAP
                     Shaded area indicates expected range of achievement (Achievement Standards)
                     NTCF
                                                         Curriculum Standards
                     Level
                                Learners write responses to literature which consider the most complex
                                aspects of crafting. They compose imaginative texts, information,
                                argument and persuasion texts which themselves use complex crafting.
                                Their essays use evidence synthesised from literature searches (in the
                   Band 5 +     sense both of ‘literacy works’ and of ‘research previously undertaken on
                                a subject’). Their arguments demonstrate their understanding of
                                inductive and deductive reasoning and of the nature of evidence,
                                consciously avoiding flaws in logic. They use their beginning knowledge
                                of stylistics to appraise their texts for accuracy and effectiveness.
                                Learners write responses to literature and independently create texts
                                that are characterised by some complexity of subject matter and
                                organisation and by an attempt to control register as appropriate for their
                    Band 5      purposes and audiences. They use research and explicit knowledge of
                                grammar to enhance the effectiveness and accuracy of their writing.
                                Learners appraise their own writing for clarity, cohesion, consistency and
                                register.
   NT                           Learners write extended and developed texts appropriate to different
Reporting                       audiences, purposes and contexts, and begin to write literary analysis.
Standard                        They apply the schematic structures and language features necessary to
                    Band 4      communicate ideas and information clearly in texts of some length and
                                complexity. They use their knowledge of grammar to write effectively and
                                they choose strategies to plan, construct and evaluate texts to improve          National
    A                           their writing.                                                                  Standards
                                Learners write texts containing several logically ordered paragraphs that
                                express opinions and include ideas and information about topics being
                                studied, and narratives which include characters, setting and plot.
                    Band 3      Learners use compound and complex sentences when appropriate and              Yr 9 Proficiency
                                use most punctuation marks correctly. They can explain their language
                                choices. They can revise writing to meet the needs of a particular
                                (possibly unfamiliar) audience and context.                                   Yr 7 Proficiency
    C                                                                                                         Yr 9 Minimum
                                Learners write short, sequenced imaginative and factual texts that
                                include some related ideas about familiar topics for known audiences.
                                They control simple sentences, punctuation and word conventions,              Yr 5 Proficiency
                    Band 2
                                experimenting with less common conventions. They re-read their own
                                                                                                              Yr 7 Minimum
                                writing and use a number of editing resources to revise and clarify
    E                           meaning.
                                Learners write imaginative and factual texts which contain a few ideas        Yr 3 Proficiency
                                about familiar content. They recognise some purposes and advantages           Yr 5 Minimum
                    Band 1      of writing. Learners begin to use basic language structures and features
                                so that writing can be readily interpreted by others. They begin to use
                                strategies to plan, write and review their own writing.
                                Learners write symbols with the intention of communicating an idea or
                     Key        message. They recognise that writing conveys meaning to others.               Yr 3 Minimum
                    Growth      Learners use conventional written symbols and some sound/symbol
                    Point 3     relationships for expressing ideas and information. They explore a range
                                of strategies to represent their own writing.


   NT Reporting Standard:     A in Year 7 = NTCF Band 4 Emerging and beyond
                              C in Year 7 = NTCF Band 2 Comprehensive/Band 3 Emerging
   National Achievement Standards: Proficiency = National Mean (Average) for each Year Level
                                       YEAR 8 WRITING PROGRESS MAP
                    Shaded area indicates expected range of achievement (Achievement Standards)
                    NTCF
                                                        Curriculum Standards
                    Level
                               Learners write responses to literature which consider the most complex
                               aspects of crafting. They compose imaginative texts, information,
                               argument and persuasion texts which themselves use complex crafting.
                               Their essays use evidence synthesised from literature searches (in the
                  Band 5 +     sense both of ‘literacy works’ and of ‘research previously undertaken on
                               a subject’). Their arguments demonstrate their understanding of
                               inductive and deductive reasoning and of the nature of evidence,
                               consciously avoiding flaws in logic. They use their beginning knowledge
                               of stylistics to appraise their texts for accuracy and effectiveness.
                   Band 5      Learners write responses to literature and independently create texts
                               that are characterised by some complexity of subject matter and
                               organisation and by an attempt to control register as appropriate for their
                               purposes and audiences. They use research and explicit knowledge of
                               grammar to enhance the effectiveness and accuracy of their writing.
   NT                          Learners appraise their own writing for clarity, cohesion, consistency and
Reporting                      register.
Standard
                               Learners write extended and developed texts appropriate to different
                               audiences, purposes and contexts, and begin to write literary analysis.
                               They apply the schematic structures and language features necessary to
    A              Band 4      communicate ideas and information clearly in texts of some length and
                               complexity. They use their knowledge of grammar to write effectively and
                               they choose strategies to plan, construct and evaluate texts to improve          National
                               their writing.                                                                  Standards
                               Learners write texts containing several logically ordered paragraphs that
                               express opinions and include ideas and information about topics being
                               studied, and narratives which include characters, setting and plot.
    C              Band 3      Learners use compound and complex sentences when appropriate and              Yr 9 Proficiency
                               use most punctuation marks correctly. They can explain their language
                               choices. They can revise writing to meet the needs of a particular
                               (possibly unfamiliar) audience and context.                                   Yr 7 Proficiency
                               Learners write short, sequenced imaginative and factual texts that            Yr 9 Minimum
                               include some related ideas about familiar topics for known audiences.
                               They control simple sentences, punctuation and word conventions,              Yr 5 Proficiency
    E              Band 2      experimenting with less common conventions. They re-read their own
                                                                                                             Yr 7 Minimum
                               writing and use a number of editing resources to revise and clarify
                               meaning.
                               Learners write imaginative and factual texts which contain a few ideas        Yr 3 Proficiency
                               about familiar content. They recognise some purposes and advantages           Yr 5 Minimum
                   Band 1      of writing. Learners begin to use basic language structures and features
                               so that writing can be readily interpreted by others. They begin to use
                               strategies to plan, write and review their own writing.
                               Learners write symbols with the intention of communicating an idea or
                   Key         message. They recognise that writing conveys meaning to others.               Yr 3 Minimum
                  Growth       Learners use conventional written symbols and some sound/symbol
                  Point 3      relationships for expressing ideas and information. They explore a range
                               of strategies to represent their own writing.
   
   
  NT Reporting Standard:     A in Year 8 = NTCF Band 4 Solid and beyond
                             C in Year 8 = NTCF Band 3 Solid
  National Achievement Standards: Proficiency = National Mean (Average) for each Year Level
                                        YEAR 9 WRITING PROGRESS MAP
                     Shaded area indicates expected range of achievement (Achievement Standards)
                     NTCF
                                                         Curriculum Standards
                     Level
                                 Learners write responses to literature which consider the most complex
                                 aspects of crafting. They compose imaginative texts, information,
                                 argument and persuasion texts which themselves use complex crafting.
                                 Their essays use evidence synthesised from literature searches (in the
                   Band 5 +      sense both of ‘literacy works’ and of ‘research previously undertaken on
                                 a subject’). Their arguments demonstrate their understanding of
                                 inductive and deductive reasoning and of the nature of evidence,
                                 consciously avoiding flaws in logic. They use their beginning knowledge
                                 of stylistics to appraise their texts for accuracy and effectiveness.
                                 Learners write responses to literature and independently create texts
   NT                            that are characterised by some complexity of subject matter and
Reporting                        organisation and by an attempt to control register as appropriate for their
Standard            Band 5       purposes and audiences. They use research and explicit knowledge of
                                 grammar to enhance the effectiveness and accuracy of their writing.
                                 Learners appraise their own writing for clarity, cohesion, consistency and
                                 register.
    A
                                 Learners write extended and developed texts appropriate to different
                                 audiences, purposes and contexts, and begin to write literary analysis.
                                 They apply the schematic structures and language features necessary to
                    Band 4       communicate ideas and information clearly in texts of some length and
                                 complexity. They use their knowledge of grammar to write effectively and
                                 they choose strategies to plan, construct and evaluate texts to improve          National
                                 their writing.                                                                  Standards
    C                            Learners write texts containing several logically ordered paragraphs that
                                 express opinions and include ideas and information about topics being
                                 studied, and narratives which include characters, setting and plot.
                    Band 3       Learners use compound and complex sentences when appropriate and              Yr 9 Proficiency
                                 use most punctuation marks correctly. They can explain their language
                                 choices. They can revise writing to meet the needs of a particular
                                 (possibly unfamiliar) audience and context.                                   Yr 7 Proficiency
    E                            Learners write short, sequenced imaginative and factual texts that            Yr 9 Minimum
                                 include some related ideas about familiar topics for known audiences.
                                 They control simple sentences, punctuation and word conventions,              Yr 5 Proficiency
                    Band 2       experimenting with less common conventions. They re-read their own
                                                                                                               Yr 7 Minimum
                                 writing and use a number of editing resources to revise and clarify
                                 meaning.
                                 Learners write imaginative and factual texts which contain a few ideas        Yr 3 Proficiency
                                 about familiar content. They recognise some purposes and advantages           Yr 5 Minimum
                    Band 1       of writing. Learners begin to use basic language structures and features
                                 so that writing can be readily interpreted by others. They begin to use
                                 strategies to plan, write and review their own writing.
                                 Learners write symbols with the intention of communicating an idea or
                     Key         message. They recognise that writing conveys meaning to others.               Yr 3 Minimum
                    Growth       Learners use conventional written symbols and some sound/symbol
                    Point 3      relationships for expressing ideas and information. They explore a range
                                 of strategies to represent their own writing.


        NT Reporting Standard:        A in Year 9 = NTCF Band 4 Comprehensive and beyond
                                      C in Year 9 = NTCF Band 3 Comprehensive
        National Achievement Standards: Proficiency = National Mean (Average) for each Year Level
                                        YEAR 7 READING AND VIEWING
                    Shaded area indicates expected range of achievement (Achievement Standards)
                    NTCF
                                                        Curriculum Standards
                    Level
                               Learners read, view and respond to literature from a number of different
                               historical, geographical and cultural contexts which express quite
                               sophisticated ideas in subtle language. They use their beginning
                  Band 5+      knowledge of stylistics to appraise the relationship between composers’
                               styles and tones and the effectiveness of their texts. They know how to
                               identify, analyse and synthesise material to use in text responses during
                               their first and subsequent readings of a text.
                               Learners read, view and respond to complex visual and written texts
                               which derive from a number of different historical, geographical and
                               cultural contexts. They use their knowledge of textual analysis to
                   Band 5
                               recognise the register of a text and the values and attitudes which it
                               signals. They know how to apply their knowledge of discourse, sentence
                               structure and vocabulary when evaluating a text.
   NT                          Learners read, view and respond to adolescent, contemporary and
Reporting                                                                                                       National
                               classic imaginative texts and texts in the public domain which explore
Standard                       personal, social, cultural and political issues of significance to their own
                                                                                                               Standards
                   Band 4
                               lives and communities. They begin to identify the characteristic style and
                               tone of a range of literary and non-literary texts. They know how to find,
    A                          analyse and synthesise information from texts.
                                                                                                              Yr 9 Proficiency
                               Learners read, view and respond to a range of visual, multimedia and
                               written texts that explain, instruct, argue and narrate, often in
                               combination, which are used in the learning areas and in the public            Yr 7 Proficiency
                   Band 3
                               domain. They identify and evaluate many crafting choices made by texts’
                               composers. They choose and use strategies for finding and collating            Yr 9 Minimum
                               information from texts.
    C
                               Learners read independently, view and respond to a range of short              Yr 5 Proficiency
                               visual and written texts that entertain, move, inform, report, present
                               opinions and persuade. These texts contain information and ideas               Yr 7 Minimum
                   Band 2      extending beyond the immediate experience of the learners. Learners
                               identify some basic ways that language structures, features and content
                               work to shape readers’ or viewers’ understanding of texts. Learners            Yr 3 Proficiency
    E                          integrate a variety of strategies to select and interpret texts.
                               Learners read, view and interpret simple visual and written texts that         Yr 5 Minimum
                               entertain, move, inform, report, explain and present opinions. They
                   Band 1      recognise and understand the basic generic structures and some
                               features of texts. Learners use their knowledge of letter/sound
                               relationships, common visual patterns and base words to decode words.
                               Learners construct meaning from visual and written texts with predictable
                    Key        or familiar content and symbols, though they do not yet read all words         Yr 3 Minimum
                   Growth      accurately. They link ideas in texts with their own knowledge. They are
                               beginning to understand the use of symbols and conventions to make
                   Point 3     meaning. They use a small number of strategies to find texts and to
                               predict and confirm meaning in written texts.

                    Key        Learners display reading-like behaviours when interacting with texts by
                   Growth      attending and responding to them. They recognise some of the elements
                               of texts. They make connections between themselves and the content of
                   Point 2     texts.

  NT Reporting Standard:     A in Year 7 = NTCF Band 4 Emerging and beyond
                             C in Year 7 = NTCF Band 2 Comprehensive/Band 3 Emerging
  National Achievement Standards: Proficiency = National Mean (Average) for each Year Level
                                           YEAR 8 READING AND VIEWING
                       Shaded area indicates expected range of achievement (Achievement Standards)
                       NTCF
                                                           Curriculum Standards
                       Level
                                  Learners read, view and respond to literature from a number of different
                                  historical, geographical and cultural contexts which express quite
                                  sophisticated ideas in subtle language. They use their beginning
                     Band 5+      knowledge of stylistics to appraise the relationship between composers’
                                  styles and tones and the effectiveness of their texts. They know how to
                                  identify, analyse and synthesise material to use in text responses during
                                  their first and subsequent readings of a text.
                                  Learners read, view and respond to complex visual and written texts
                                  which derive from a number of different historical, geographical and
                                  cultural contexts. They use their knowledge of textual analysis to
                      Band 5
                                  recognise the register of a text and the values and attitudes which it
   NT                             signals. They know how to apply their knowledge of discourse, sentence
Reporting                         structure and vocabulary when evaluating a text.
Standard                          Learners read, view and respond to adolescent, contemporary and
                                                                                                                   National
                                  classic imaginative texts and texts in the public domain which explore
                                  personal, social, cultural and political issues of significance to their own    Standards
    A                 Band 4
                                  lives and communities. They begin to identify the characteristic style and
                                  tone of a range of literary and non-literary texts. They know how to find,
                                  analyse and synthesise information from texts.
                                                                                                                 Yr 9 Proficiency
                                  Learners read, view and respond to a range of visual, multimedia and
                                  written texts that explain, instruct, argue and narrate, often in
                                  combination, which are used in the learning areas and in the public            Yr 7 Proficiency
    C                 Band 3
                                  domain. They identify and evaluate many crafting choices made by texts’
                                  composers. They choose and use strategies for finding and collating            Yr 9 Minimum
                                  information from texts.
                                  Learners read independently, view and respond to a range of short              Yr 5 Proficiency
                                  visual and written texts that entertain, move, inform, report, present
                                  opinions and persuade. These texts contain information and ideas               Yr 7 Minimum
    E                 Band 2      extending beyond the immediate experience of the learners. Learners
                                  identify some basic ways that language structures, features and content
                                  work to shape readers’ or viewers’ understanding of texts. Learners            Yr 3 Proficiency
                                  integrate a variety of strategies to select and interpret texts.
                                  Learners read, view and interpret simple visual and written texts that         Yr 5 Minimum
                                  entertain, move, inform, report, explain and present opinions. They
                      Band 1      recognise and understand the basic generic structures and some
                                  features of texts. Learners use their knowledge of letter/sound
                                  relationships, common visual patterns and base words to decode words.
                                  Learners construct meaning from visual and written texts with predictable
                       Key        or familiar content and symbols, though they do not yet read all words         Yr 3 Minimum
                      Growth      accurately. They link ideas in texts with their own knowledge. They are
                                  beginning to understand the use of symbols and conventions to make
                      Point 3     meaning. They use a small number of strategies to find texts and to
                                  predict and confirm meaning in written texts.

                       Key        Learners display reading-like behaviours when interacting with texts by
                      Growth      attending and responding to them. They recognise some of the elements
                                  of texts. They make connections between themselves and the content of
                      Point 2     texts.

     NT Reporting Standard:     A in Year 8 = NTCF Band 4 Solid and beyond
                                C in Year 8 = NTCF Band 3 Solid
     National Achievement Standards: Proficiency = National Mean (Average) for each Year Level
                                          YEAR 9 READING AND VIEWING
                     Shaded area indicates expected range of achievement (Achievement Standards)
                     NTCF
                                                         Curriculum Standards
                     Level
                                 Learners read, view and respond to literature from a number of different
                                 historical, geographical and cultural contexts which express quite
                                 sophisticated ideas in subtle language. They use their beginning
                   Band 5+       knowledge of stylistics to appraise the relationship between composers’
                                 styles and tones and the effectiveness of their texts. They know how to
                                 identify, analyse and synthesise material to use in text responses during
                                 their first and subsequent readings of a text.
                                 Learners read, view and respond to complex visual and written texts
                                 which derive from a number of different historical, geographical and
   NT                            cultural contexts. They use their knowledge of textual analysis to
                    Band 5
Reporting                        recognise the register of a text and the values and attitudes which it
Standard                         signals. They know how to apply their knowledge of discourse, sentence
                                 structure and vocabulary when evaluating a text.
                                 Learners read, view and respond to adolescent, contemporary and
    A                                                                                                             National
                                 classic imaginative texts and texts in the public domain which explore
                                 personal, social, cultural and political issues of significance to their own    Standards
                    Band 4
                                 lives and communities. They begin to identify the characteristic style and
                                 tone of a range of literary and non-literary texts. They know how to find,
                                 analyse and synthesise information from texts.
                                                                                                                Yr 9 Proficiency
    C                            Learners read, view and respond to a range of visual, multimedia and
                                 written texts that explain, instruct, argue and narrate, often in
                                 combination, which are used in the learning areas and in the public            Yr 7 Proficiency
                    Band 3
                                 domain. They identify and evaluate many crafting choices made by texts’
                                 composers. They choose and use strategies for finding and collating            Yr 9 Minimum
                                 information from texts.
                                 Learners read independently, view and respond to a range of short              Yr 5 Proficiency
    E                            visual and written texts that entertain, move, inform, report, present
                                 opinions and persuade. These texts contain information and ideas               Yr 7 Minimum
                    Band 2       extending beyond the immediate experience of the learners. Learners
                                 identify some basic ways that language structures, features and content
                                 work to shape readers’ or viewers’ understanding of texts. Learners            Yr 3 Proficiency
                                 integrate a variety of strategies to select and interpret texts.
                                 Learners read, view and interpret simple visual and written texts that         Yr 5 Minimum
                                 entertain, move, inform, report, explain and present opinions. They
                    Band 1       recognise and understand the basic generic structures and some
                                 features of texts. Learners use their knowledge of letter/sound
                                 relationships, common visual patterns and base words to decode words.
                                 Learners construct meaning from visual and written texts with predictable
                     Key         or familiar content and symbols, though they do not yet read all words         Yr 3 Minimum
                    Growth       accurately. They link ideas in texts with their own knowledge. They are
                                 beginning to understand the use of symbols and conventions to make
                    Point 3      meaning. They use a small number of strategies to find texts and to
                                 predict and confirm meaning in written texts.

                     Key         Learners display reading-like behaviours when interacting with texts by
                    Growth       attending and responding to them. They recognise some of the elements
                                 of texts. They make connections between themselves and the content of
                    Point 2      texts.

        NT Reporting Standard:        A in Year 9 = NTCF Band 4 Comprehensive and beyond
                                      C in Year 9 = NTCF Band 3 Comprehensive
        National Achievement Standards: Proficiency = National Mean (Average) for each Year Level

				
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