Curriculum frameworks
CanDoLearn for every UK curriculum framework
Each UK nation has its own curriculum, assessment language and inspection context for literacy.
CanDoLearn is mapped to all four so schools can evaluate the platform against the framework they actually follow.
The main public site is focused on older learners aged 11-17. If you are reviewing fit for earlier and primary-phase literacy support, see the Primary Schools page.
Select your nation below to see the curriculum language, assessment milestones and evidence expectations most relevant to your school.
Wales
Wales literacy framework overview
Curriculum for Wales is the statutory framework for learners aged 3 to 16, set by the Welsh Government and delivered through six Areas of Learning and Experience.
Literacy sits within the Languages, Literacy and Communication Area of Learning and Experience, and progression is organised through Progression Steps rather than Key Stages, broadly linked to ages 5, 8, 11, 14 and 16.
Schools in Wales are inspected by Estyn, while statutory reading and numeracy Personalised Assessments are delivered through Hwb to support progression discussions.
At 14 to 16, literacy progression connects into the Learner Entitlement and the made-for-Wales qualifications developed through Qualifications Wales and WJEC.
| Stage / Level | Ages and year groups | Literacy framework focus | How CanDoLearn supports |
|---|---|---|---|
| Progression Step 1 | Ages 3-5, Nursery to Reception | Early language, listening, vocabulary, phonological and phonemic awareness, emergent reading and writing within LLC | Builds oral language, confidence-safe early reading routines, phonological awareness practice and teacher visibility of early literacy signals. |
| Progression Step 2 | Ages 5-8, Years 1-3 | Decoding, systematic phonics, fluency foundations, comprehension, speaking and early composition in LLC | Provides targeted decoding and fluency practice, interest-matched passages, Read Aloud support and structured comprehension without replacing classroom phonics teaching. |
| Progression Step 3 | Ages 8-11, Years 4-6 | Reading across the curriculum, inference, vocabulary, organising ideas, editing and growing independence as learners progress through LLC | Supports retrieval, inference, vocabulary and written response practice, with evidence that can inform progression conversations and Hwb assessment follow-up. |
| Progression Step 4 | Ages 11-14, Years 7-9 | Disciplinary literacy, evaluation, discussion, extended writing and application of literacy across AoLEs | Gives learners age-respectful reading and writing practice, recommendation-led intervention and evidence packs for literacy review and self-evaluation. |
| Progression Step 5 | Ages 14-16, Years 10-11 | Literacy progression within the Learner Entitlement, preparation for made-for-Wales GCSEs and wider communication demands linked to the Four Purposes | Strengthens reading stamina, analysis, vocabulary and written response habits while giving schools practical evidence for WJEC-facing attainment and progression review. |
Key terminology
- Curriculum for Wales
- Progression Steps
- Languages, Literacy and Communication (LLC)
- Area of Learning and Experience (AoLE)
- Four Purposes
- Hwb
- Personalised Assessments
- WJEC / made-for-Wales GCSEs
Phonics and early reading
Following the January 2025 update to Curriculum for Wales framework guidance, systematic and consistent phonics is now stated more explicitly within LLC guidance as a key part of schools' approach to reading.
CanDoLearn complements that approach by reinforcing decoding, fluency and comprehension alongside the school's chosen early reading provision rather than replacing it.
For primary-specific implementation and pilot fit, see the Primary Schools page.
Book a demo to see how CanDoLearn supports progression, Personalised Assessment follow-up and Estyn-ready literacy evidence within Curriculum for Wales.
UK-wide alignment
One platform, four curriculum frameworks
CanDoLearn is built for schools across Wales, England, Scotland and Northern Ireland without flattening those frameworks into one generic literacy offer.
The platform keeps the intervention experience consistent while using the curriculum language, progression model and evidence expectations schools in each nation actually need.