READING CURRICULUM OVERVIEW STATEMENT

● Students will make meaning of ideas and information they receive (Listening, Reading
and Viewing)
NZ Curriculum

Understanding the Literacy Learning Progressions

● Literacy learners need to make meaning of texts. This learning includes the use of
background knowledge (including knowledge relating to their culture, language and
identity), vocabulary knowledge, knowledge of how language is structured, knowledge
about literacy and strategies to get or convey meaning.
● Literacy learners need to think critically. This includes analysing and responding to
texts and bringing a critical awareness to reading.
The Literacy Learning Progressions

The reading progressions describe the knowledge, skills and attitudes that students draw on
when they use their reading as an interactive tool.
For the early years, the progressions focus clearly on the constrained knowledge and skills
that students need in order to decode.
After three years at school students have learned to process texts fluently, they can use more
of their cognitive resources to engage with meaning, examine texts critically and control
reading strategies flexibly.
By year 6 students are expected to respond to texts in ways that relate to their purposes for
reading. They are asked to think critically about the ideas and information in texts as they
consider writers’ purposes, readers’ different perspectives and the impact of texts on
audiences.
The Literacy Learning Progressions

The New Zealand Curriculum states:

Level 1:
● Students will acquire and begin to use sources of information, processes and
strategies to identify, form and express ideas
● Students will recognise that texts are shaped for different purposes and audiences
● Students will recognise and identify ideas within and across texts
● Students will recognise and begin to understand how language features are used for
effect within and across texts
● Students will recognise and begin to understand text structures
Level 2:
● Students will select and use sources of information, processes and strategies with
some confidence to identify form and express ideas
● Students will show some understanding of how texts are shaped for different purposes
and audiences
● Students will show some understanding of ideas within, across and beyond texts
● Students will will show some understanding of how language features are used for
effect within and across texts
 ● Students will show some understanding of text structures
Level 3:
● Students will integrate sources of information, processes and strategies with
developing confidence to identify form and express ideas
● Students will show a developing understanding of how texts are shaped for different
purposes and audiences
● Students will show a developing understanding of ideas within, across and beyond
texts
● Students will show a developing understanding of how language features are used for
effect within and across texts
● Students will show a developing understanding of text structures

At Malfroy School:

● The Literacy Learning Progressions in Reading are displayed in the School Curriculum
Folder
● Each classroom teacher has a copy of The Malfroy Reading Programme Folder
● Reading progress and achievement are maintained through regular teaching of
reading, using assessment to inform progress and planning and school-wide
monitoring of at-risk students and target groups
● Where practicable, reading will be integrated across the curriculum strands
● Teaching staff will be provided with ongoing professional development with the
support of the Reading Professional Learning Group and the Rotorua Central
Community of Learning