Experiential Learning - Skills Progression

(Check through sciences/social sciences/technologies progressions and add what is relevant)

Year 0 -1 Year 2 Year 3 & 4 Year 5 & 6 Year 7 & 8

Brainstorming Can share stories Can share what they Shares prior knowledge Shares prior knowledge Identifies relevant and
& Prior about themselves or think the context is that is relevant to a and attempts to meaningful prior
Knowledge others that relate with about context with a LC/small justify/connect how it is knowledge
the context. group relevant to the context
Justifies how their prior
knowledge connects
with the context

Planning Can identify what Can draw or write Works with a LC to plan Evidence of planning is Detailed evidence of
materials they will need about their idea prior to the overview of a clear with support from formal planning:
prior to creating their building/making it. project: a LC: - Identifies key
creation. - Key objectives - Key objectives objectives of
- Possible experts to - Possible experts to project
contact contact - Identifies possible
- Presentation ideas - Presentation ideas experts to contact
- Identifies possible
presentation ideas
that add value

Questioning Shares questions with Is exposed to the Shares questions with Asks open questions Identifies what makes a
a LC about things that language of open and a LC/small group about that are relevant to the question ‘think or thin’
interest them closed questions things they are context
interested in Asks relevant thick
With support from a LC Works collaboratively questions that add
can ask questions Exposure to asking Works with a group to to develop relevant meaning/enhance a
about a specific open and closed develop questions that questions project
context questions (LC relate to the context
modelling) Ask and write a ‘big’ Identifies what they
Identifies open and question and 1-2 would like to find out
 closed questions subquestions from asking a question
(justification)
Asks open and closed
questions that are Discusses and
relevant to a context develops questions
collaboratively

Identifies a ‘big’
question and can
create sub questions
that relate

Listening/com Within a guided Listens to others ideas Listens to others ideas Listens to others Actively listens to the
munication session and with (LC support and and questions questions, ideas and questions, ideas and
support can shares scaffolding… talk opinions opinions of others
ideas and opinions. moves Shares opinions and
cards/repeating) ideas within a group Listens to others and Respects others
setting takes onboard their opinions and know that
ideas/feedback they may differ from
Communicates your own
effectively with a Gives relevant
buddy or small group feedback to others Understand that to
(shares ideas, debate questions,
questions, opinions) Communicates ideas and opinions is
effectively in small and healthy and deepens
large group settings ones understanding
(shares opinions, ideas,
questions, feedback) Takes on constructive
feedback from others
respectfully

Gives constructive
feedback to other
respectfully
Researching Work collaboratively Work collaboratively Develop an Identifies key words of Conducts searches on
within a small group within a small group understanding of what a context the internet using
and to find answers to and to find answers to a key word is accurate key words
a question (LC model a question (LC model Uses online search
and support) and support) Develop an engines to conduct Identifies what a
understanding of online research trusted source is
Identify in a text where Identify in a text where search engines - LC
they heard information they heard information modelling of key words Develops an Identifies that a source
that connects with the that connects with the understanding of using is accurate
question being asked. question being asked. Use texts identified by key words to conduct
LC to research research Cross-checks and
Uses images to help Uses images to help verifies information for
answer questions answer questions Develops an Identifies texts to validity and reliability
understanding of how conduct research
With a LC - develop an to identify texts about Explore other people’s
understanding of online specific subjects Is able to access the points of views
search engines school library search
Develops an system and search for Identifies if there is any
understanding of a relevant texts bias in the source
contents page and an
index page Is able to use a Research is cited
contents page and accurately (website
Research is cited index page to identify address, author, date
(website source) with where relevant published)
support from LC information is located
Can identify and
Research is cited access relevant texts
(website source) (books or digital)

Uses the CRAP Test

when researching:
C= currency
R= reliability/relevance
A = authority, audience
 P = purpose/point of
view

Digital Skills LC models using a LC models how to use Use websites provided Uses online search Uses digital tools to
variety of sources to a search engine to by LC to research engines to find relevant find accurate and
find information (text, research information relevant information
videos, images) Use assigned books (researching skills
LC models how to use using EPIC online to Selects appropriate above)
keywords when research digital tools to present
researching information Selects the most
Exposure to different appropriate digital tool
presentation platforms Collaborates digitally to take notes and draft
(see Taumata Portal) (google apps) to create research
shared presentations
Guided with LC - Write Selects the most
an email to an expert, Guided with LC - appropriate digital tool
respond to emails identify possible to present information
appropriately experts for a project
- Key businesses Uses digital tools to
Knowing their Google - Key words communicate and
login details collaborate effectively
Guided with LC - Write
Guided teaching an email to an expert, Research and identify
sessions on how to use respond to emails through search engines
search engines appropriately possible experts to
contact
Exposure to Google
Suite Apps Write and respond to
emails, using the
correct format and
appropriate
questions/information

Use video conferencing

 to conduct online
calls/interviews

Collating LC models how to Identifies and copies Uses an appropriate Uses headings and
Information answer an open accurate information heading subheadings to
question using short organise information
sentence/s Answers questions Identifies accurate
using 1-3 sentences. information from texts Paraphrases
LC models how to information accurately
organise information Organises answers in a Answers in short
into an appropriate sequential / paragraphs Adds personal opinion
order appropriate order - 4-6 sentences when appropriate
- Rewrites the
LC models how to Rereads information to questions as a Answers in full
reread information to ensure it answers the statement at the paragraph form
ensure it answers the questions start of a paragraph - Rewrite the
question. question as a
Identifies images to statement at the
support research start of the
paragraph
Rereads and edits - 8 sentences
information to ensure it
answers the questions Can identify
accurately images/diagrams that
support research

Collates and organises

information accurately

Rereads, edits and

revises information to
ensure it answers the
 questions accurately.

Understanding of
Plagiarism

Understanding of
Copywrite

Understanding of
Creative commons
licences

Presenting - With support from LC, Develops a prototype Develops a prototype Develops a prototype
information information is of presentation with LC of presentation of presentation:
presented in an - Is the objective of - Is the objective of - Is the objective of
appropriate format the project clear? the project clear the project clear in
- Exposure to - Do others like the - Do people interact the product
Digital tools product? positively with the - Is the delivery
- Posters product effective

Presentation has a title Works collaboratively Collects feedback Collects feedback from
(with LC/pairs/small based on prototype a number of people
Includes images to groups) to present from LC and a small based on how the
support presented information using a group of people prototype
information range of methods (Link communicates key
to Taumata Portal) Presentation has a title messages
Presentation of and appropriate
information is clear and LC guides students to subheadings Acts upon feedback
relates to the context use an appropriate mix accordingly
of presentation Information is
methods that presented in an Information has a title,
demonstrate organised manner headings, subheadings
understanding: using (as appropriate)
oral, interactive model, Information presented
co-operative activities clearly answers the Information presented
question and relates to is purposeful
Information presented the project context
is: Uses a range of
- Clearly written Works collaboratively elements to present
- Images support or independently information (text,
- Titles and images, diagrams,
subheadings are Information presented product)
used is cited (website
address) Information is
presented in an
Appropriate mix of organised and
presentation methods sequenced manner
that demonstrate
understanding: using Information presented
oral, interactive model, is clearly cited (author,
co-operative activities website address, date)

Information presented Presents information

by hand is legible, clear using an appropriate
to read and well and effective method
spaced. where the message of
the project is clearly
Information presented communicated.
digitally is clear to read
(font choice), well Variety of prestation
spaced and uses an approaches selected
effective layout. that complement each
other and provide a
comprehensive picture
of understanding

Information presented
 by hand is legible, clear
to read and well
spaced.

Information presented
digitally is clear to read
(font choice), well
spaced and uses an
effective layout.

Chooses when to work

collaboratively or
individually.

Works collaboratively
on shared
presentations
(delegation of tasks,
shared apps)

Presenting to With support from LC, Shares with support Shares with a small Shares with a larger Shares confidently with
an audience shares research with from LC to a small audience audience a range of audiences
an audience. (LC to use group, parents or
prompts and guiding friends. LC to use Develops an Shares appropriate Speaks with clarity
questions to support) prompts and guiding understanding of information that (pace, volume)
questions to support) presenting skills answers the question
- Clarity and relates to the Makes appropriate
- Pace context gestures
- Volume
- Eye contact Is aware of presenting Makes eye-contact
- Hand gestures skills with audience
- Clarity
Rehearses/practices - Pace Presenter has good
what they are - Volume posture and body
 presenting - Eye contact positioning
- Hand gestures
Presenter is prepared,
Practices and is ready knows the order of
to share key presentation and the
information key message

Presenters working
collaboratively, are
well prepared and
know what each
person is
sharing/shared
responsibility

Modes of Presentation

Year 0-1 Play creations

Year 2-3 Posters

Google Slides
Research presentation
Models/ Art pieces
Drama - shows
Market day stalls
Year 3-4 Posters
Google Slide presentations
Models
Events
Market day stalls
Diorama
Art pieces - visual arts that portray a message
The Arts - use of Drama and dance to convey a message/theme

Year 5-6 Slide show presentation - Google Apps (Slides - collaborative) or Keynote
Visual Art pieces - models, paintings
Digitial arts - endless art, digital art piece (use of apple pencil)
Drama - reenactment, plays
Storytelling - creating books, presenting books, podcasts
Movies - iMovie skills, youtube
Speeches
Events - markets etc.

Year 7-8 Slide show presentation - Google Apps (Slides - collaborative) or Keynote
Visual Art pieces - models, paintings
Digitial arts - endless art, digital art piece (use of apple pencil)
Drama - reenactment, plays
Storytelling - creating books, presenting books, podcasts
Movies - iMovie skills, youtube
Speeches
Events - markets etc.
Various forms of presentation - dependent on focus.