Changes to the implementation of the National Literacy and Numeracy Learning Progressions in Early Action for Success schools

We have received feedback from teachers and school leaders about both the positive insights and the challenges they are facing in the transition to the new Learning Progressions for Literacy and Numeracy.  Many of you have told us that the new progressions offer a great opportunity to target teaching where students need it most

You have also told us that the new progressions, coupled with the software designed to support you, PLAN2, is taking some time to get used to and to embed within practice in your schools.  

We have listened to this feedback and we have decided to reduce the expectations of data capture in PLAN2. We are doing this to allow time for teachers to build their confidence using the progressions as a diagnostic tool that will enhance teaching and learning and better meet students’ needs. The main reason to gather this information is to improve learning. For the system, the data helps us to understand what support we need to provide for the ongoing professional growth of our teachers.

For the rest of this term, we are removing all system requirements for data collection in Term 2.  Schools that need more time to learn how to use the tools confidently can opt to stop collecting data in Term 2 and use this pause to familiarise themselves further, undertake more professional learning and increase their confidence using the learning progressions and PLAN2. Additional professional learning will be provided for Instructional Leaders in Term 3, to assist in building their confidence and understanding of the progressions.

From Term 3, through to the end of this year, schools can choose to:

  • Monitor 5-10 students in each class from K-2 against the Learning Progressions for the 7 identified sub-elements
  • Ensure assessment information is entered in PLAN2 by the end of the term, noting that it is advisable to enter data in the system as you go.


  • Monitor all K-2 students against just 1 literacy and 1 numeracy sub-element. 
  • Ensure assessment information is entered in PLAN2 by the end of the term, noting that it is advisable to enter data in the system as you go.

We encourage schools to increase their use of the tools as their knowledge and understanding builds over the rest of the year.

Any concerns regarding the implementation of the learning progressions should be directed to the Director, Literacy and Numeracy on 9244 5411.

Thank you again for your continued efforts to improve student learning through your school’s focus on literacy and numeracy in 2018.

Murat Dizdar 
Georgina Harrisson


The Early Action for Success (EAfS) strategy aims to improve students’ performance through a targeted approach in the early years in primary schools. The aim of this website is to provide a range of resources, tools and information to support all teachers working with students in the early years of learning to build strong, meaningful foundations for later learning and life.

EAfS Phase 2 is s a core component of the NSW Literacy and Numeracy Strategy (2017-2020), the strategy involves:

  • Early identification of the level of attainment in literacy and numeracy of each individual child (K-2);
  • Differentiating teaching practice that focuses on the needs of the individual student;
  • Using targeted interventions in literacy and/or numeracy according to need; and
  • On-going monitoring of student progress against the Literacy and Numeracy Continuums/Learning Progressions.

EAfS brings together

  • Quality leadership;
  • Identifying individual levels of attainment in literacy and numeracy, essential for teaching that is personalised to individual student learning needs, and
  • Tiered interventions in literacy and numeracy.

More information for departmental schools be found at

Independently reviewed by Erebus International, lessons from the 2012 – 2016 phase of EAfS can be found here