Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students’ progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model (Pegg, 2018) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression.

很少有人会争论学习进程在为以发展的方式选择和排序“预期课程”的关键组成部分提供有用的结构方面的价值。然而，围绕发展序列的含义以及如何使用它们来评估学习者知道、理解和可以做的事情，存在着普遍的问题。科学中的一项关键疏忽是认识到技术和非技术语言在学生概念发展中的作用。本文报告了一个假设的学习进程的构建，该进程确定了学生从基础到 6 年级在理解化学科学基本概念方面的进展。 它基于对澳大利亚课程的技术和非技术语言的广泛分析：科学。