Help with how to use the interactive framework.


The interactive framework allows you to explore the expectation statements which set out the skills we expect learners to develop in school from ages 5 to 14.

  • Select your Component, e.g Literacy and then select the Strand and Element that you wish to explore.
  • The aspects for your selection will be displayed in the grid below.
  • Navigate left and right through each year column by using the < > arrows.
  • You should refer to the year columns either side of your teaching year(s), e.g. a Year 2 teacher could also to refer to Year 1 and Year 3.

Exemplification materials

These materials provide real pieces of learners’ work. Please note that these materials are English-medium and Welsh-medium specific.

Using the exemplification materials

Click on the ‘e’ icon next to the statement(s) you wish to explore. A box will display the materials available for this statement.

Select the exemplar from the list to access the material(s).

The commentary and associated materials will be displayed on a new page.


Context – describing how the task fitted into a theme or project.

Work sample – this evidences the task and displays as a document, image, video or audio file (video and audio files were recorded in live classroom situations where possible).

Commentary – description of the work undertaken by the learner and its relation to the framework.

Next steps – the next steps the learner needs to take to progress their skills including tasks or challenges.

References to teacher/practitioner are interchangeable.

Downloading the materials

To view or print a document or image, click on the thumbnail. The document or image can then be viewed in full or printed by clicking on the ‘print’ icon.

Please note: The commentaries are for reference purposes only. There is no requirement for teachers or schools to maintain similar quantities of assessment exemplars for their learners.

Classroom tasks

These bilingual materials provide real classroom practice.

Using the classroom tasks

Click on the ‘c’ icon under the section of statements you wish to explore. A box will display the list of tasks available.

Select the task from the list to access the material(s).

The commentary and associated activities will be displayed on a new page.

Downloading the tasks

To view or print the tasks, click on the zip file at the bottom of the page. Select ‘open’ if you want to view the full list of files and choose specific tasks to print or save. Select ‘save’ if you wish to save the entire zip folder.

Additional information

When given tasks, learners will evidence a wide range of expectation statements. These statements can be across the components and year groups of the LNF.
Assessment against the LNF requires learners to evidence that their ability is secure.

Demonstrating ability in one piece of work does not mean that the learner will repeat the skill when given a similar task. There is no ‘number’ attached to this. Teachers should judge the learner’s performance over time and in a range of work.

Some materials will only exemplify part of an expectation statement. Exemplars are taken from real classroom tasks in which it was not always appropriate or possible to cover every part of the statement.

Any factual mistakes or misinformation in the learners work exemplified is because the material is taken from real learners work and should be viewed as such.

Routes for learning

Assessment activities and teaching strategies for these items can be found in the Routes for Learning materials.

Routes to literacy – Oracy across the curriculum

Learners working on the Routes for Learning Routemap have a growing awareness that they can affect the actions of others by using their own repertoire of communicative behaviours. They demonstrate an interest in what others do and in sharing information with them.

Routes to literacy – Reading across the curriculum

Learners working on the Routes for Learning Routemap are able to share in simple routines facilitated by adults. These increasingly reference objects and actions. They respond to a familiar reader’s voice – its tone, pattern and stress – to share in the dramatic aspects of a story or rhyme.

Routes to literacy – Writing across the curriculum

Learners working on the Routes for Learning Routemap respond to the sensory aspects of activities including tactile and visual elements. They may enjoy the sensations of mark-making but do not necessarily guide their marks visually or focus on the ‘product’ of their actions.

Routes to numeracy

Learners working on the Routes for Learning Routemap explore the environment through its sensory properties and act upon it with growing intention. They are able to modify simple strategies to help solve concrete problems involving objects.