The most important thing here is to know how to use the progressions. We’ll get that shortly. But some background information is also useful. Feel free to skip ahead if you already know it.
What do I need to know?
The Learning Progressions:
- Cover both literacy and numeracy.
- Are a national resource.
- Can help you identify the literacy and numeracy demands of a training programme.
- Can help you identify your learners’ strengths and needs.
- Can help identify the next learning steps for your learners.
Here are some other reasons why you need to take the time to familiarise yourself with the progressions.
- The Learning Progressions form part of New Zealand’s national infrastructure for embedding literacy and numeracy.
- If you teach anything at levels 1, 2, or 3 on the national qualifications framework (NQF), or if you teach a course funded by the Workplace Literacy Fund (WTF) or Intensive Literacy and Numeracy (ILN), the funding that your organisation receives from the TEC may require your teaching to be informed and underpinned by the Learning Progressions as a compliance requirement.
- You may have to report learner progress against the progressions using the Literacy and Numeracy for Adult Assessment Tool (LNAAT). If you’ve been doing this for a while, you might be surprised to know that it’s difficult to interpret your learners’ results if you don’t understand them in relation to the Learning Progressions.
How are the Learning Progressions organised?
Just like the word “mapping” might be new to you in this context, there are a couple of other words that might also be new or strange. These relate to the way that the progressions are organised.
You can skip back to the Collection 1 if you want to refresh your memory, but we’re going to review them below anyway.
These words are:
- Strands
- Progressions
- Steps.
More on how these work next…!
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