Stage 1 Syllabus Checklist

ENGLISH
OBJECTIVE A
COMMUNICATE THROUGH
SPEAKING, LISTENING,
READING, WRITING, VIEWING
AND REPRESENTING
Crystal Pont| Mayeld West
DemonstraDon School
WRITING AND REPRESENTING 1
EN1-2A Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar
topics for known readers and viewers
CONTENT T1 T2 T3 T4
Develop and apply contextual knowledge
Understand how planning, composing and reviewing contribute to eecDve
imaginaDve, informaDve and persuasive texts
Experiment in all aspects of composing to enhance learning and enjoyment
Develop an awareness of issues relaDng to the responsible use of digital
communicaDon
Understand and apply knowledge of language forms and features
Create short imaginaDve, informaDve and persuasive texts using growing
knowledge of text structures and language features for familiar and some
less familiar audiences, selecDng print and mulDmodal elements
appropriate to the audience and purpose
(ACELY1661, ACELY1671)
Understand the process of planning, draXing and publishing imaginaDve,
informaDve and persuasive texts
Respond to and compose texts
Plan, compose and review simple imaginaDve, informaDve and persuasive
texts on familiar topics
Compose texts supported by visual informaDon (eg diagrams and maps) on
familiar topics
Create events and characters using dierent media that develop key events
and characters from literary texts (ACELT1593)
Compose a range of wri\en forms of communicaDon, including emails,
greeDng cards and le\ers
Use eecDve strategies to plan ideas for wriDng, eg making notes, drawing,
using diagrams, planning a sequence of events or informaDon
Draw on personal experience and topic knowledge to express opinions in
wriDng
Experiment with publishing using dierent modes and media to enhance
planned presentaDons
Reread and edit text for spelling, sentence-boundary punctuaDon and text
structure

DemonstraDon School
HANDWRITING AND DIGITAL TECHNOLOGIES
EN1-3A Composes texts using leGers of consistent size and slope and uses digital technologies
CONTENT T1 T2 T3 T4
Understand that handwriDng and presentaDon of work needs to
reect audience and purpose in order to communicate eecDvely
Understand and apply knowledge of Language forms and features
Develop clear and consistent wriDng using NSW FoundaDon Style as
appropriate
Understand that the posiDon and size of le\ers supports consistent
handwriDng
Understand how the formaDon of le\ers can be used to begin transiDon to
cursive wriDng
Write legibly and with growing uency using unjoined upper case and lower
case le\ers
Use appropriate strategies when wriDng, eg maintaining correct body
posiDon, holding/using wriDng tools or using assisDve digital technologies
Construct texts featuring print, visual and audio elements using soXware,
including word processing programs (ACELY1664, ACELY1674)
TRACES OVER AND FORMS T1 T2 T3 T4
Straight lines
Wave movements
Umbrella movements
Clockwise movements
AnDclockwise movements
Slanted line
Zigzag lines
FormaDon of downstroke family l, t, i, x, z
(le\ers , words and sentences)
FormaDon of anDclockwise family a, d, g, q, c, e, o, f
FormaDon of anDclockwise family u, y, v, w
(le\ers, words and sentences)
FormaDon of clockwise family n, r, m, h, k, b, p, j
(le\ers, words and sentences)
Special le\ers S both clockwise and anDclockwise
Numbers
1 to 20 (numbers and words),
CounDng by 10s to 100 (numbers and words),
FormaDon of downstroke family L, T, I, X, Z
FormaDon of anDclockwise family A, D, G, Q, C, E, O, F
FormaDon of anDclockwise family U, Y, V, W
FormaDon of clockwise family N, R, M, H, K, B, P, J
(le\ers , words and sentences) Crystal pont| Mayeld West
Special le\er s (clockwise & anDclockwise) DemonstraDon School
READING AND VIEWING 1
EN1-4A Draws on an increasing range of skills and strategies to uently read, view and comprehend a range of texts on less
familiar topics in dierent media and technologies
CONTENT T1 T2 T3 T4
Understand how readers' self-selecDon and enjoyment of texts is informed by personal interests
Discuss dierent texts on a similar topic, idenDfying similariDes and dierences between the texts
(ACELY1665)
IdenDfy and compare similar ideas, characters and seongs in texts

Recognise grammaDcal pa\erns to enhance comprehension, eg acDon verbs, words or groups of
words that tell who, what, when, where and how
Recognise a clause as a complete message or thought expressed in words, nounpronoun
agreement, conjuncDons
Understand that nouns represent people, places, things and ideas and can be, for example,
common, proper, concrete or abstract, and that noun groups/phrases can be expanded
using arDcles and adjecDves (ACELA1468)
Understand pa\erns of repeDDon and contrast in simple texts (ACELA1448)
IdenDfy the parts of a simple sentence that represent 'What's happening?', 'Who or what is
involved?' and the surrounding circumstances (ACELA1451)
Understand how sentence punctuaDon is used to enhance meaning and uency
IdenDfy word families and word origins to understand the meaning of unfamiliar words, eg base
words, rhyming words and synonyms
Develop and apply graphological, phonological, syntacMc and semanMc knowledge

Recognise soundle\er matches including common vowel and consonant digraphs and consonant
blends (ACELA1458)
Understand the variability of soundle\er matches (ACELA1459)
Recognise most soundle\er matches including silent le\ers, vowel/consonant digraphs and
many less common soundle\er combinaDons (ACELA1474)
AutomaDcally recognise irregular high-frequency words, eg 'come' and 'are'
Use phonological, graphological, syntacDc and semanDc cues to decode and make meaning from
wri\en texts, eg using an increasing repertoire of high-frequency and sight words, segmenDng
words into syllables
Manipulate sounds in spoken words including phoneme deleDon and subsDtuDon (ACELA1457)
Respond to, read and view texts

Read supporDve texts using developing phrasing, uency, contextual, semanDc, grammaDcal
and phonic knowledge and emerging text processing strategies, for example predicDon,
monitoring meaning and rereading (ACELY1659)
Self-correct when meaning is interrupted in simple texts, eg pausing, repeaDng words and
phrases, rereading and reading on
Read less predictable texts with phrasing and uency by combining contextual, semanDc,
grammaDcal and phonic knowledge using text processing strategies, for example monitoring
meaning, predicDng, rereading and self-correcDng (ACELY1669)
Read with uency and expression, responding to punctuaDon and a\ending to volume,
pace, intonaDon and pitch
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by
drawing on growing knowledge of context, language and visual features and print and mulDmodal
text structures (ACELY1660, ACELY1670)
Use background knowledge of a topic to make inferences about the ideas in a text
Predict author intent, series of events and possible endings in an imaginaDve, informaDve
and persuasive text
Discuss the use of text connecDves, eg sequencing ideas, indicaDng Dme
IdenDfy the cohesive links between pronouns and people and things
Sequence a summary of events and idenDfy key facts or key arguments in imaginaDve,
informaDve and persuasive texts
IdenDfy visual representaDons of characters' acDons, reacDons, speech and thought processes in
narraDves, and consider how these images add to or contradict or mulDply the meaning of
accompanying words (ACELA1469) Crystal Pont| Mayeld West
Compare opinions about characters, events and seongs in and between texts (ACELT1589)
DemonstraDon School
DisDnguish between fact and opinion in persuasive texts
SPELLING
EN1-5A uses a variety of strategies, including knowledge of sight words and leGersound
correspondences, to spell familiar words
CONTENT T1 T2 T3 T4
Demonstrate growing awareness of how accurate spelling supports the
reader in understanding wri\en texts to read uently

Know that regular one-syllable words are made up of le\ers and common
le\er clusters that correspond to the sounds heard, and how to use visual
memory to write high-frequency words (ACELA1778)
Understand how to use digraphs, long vowels, blends and silent le\ers to
spell words, and use morphemes and syllabicaDon to break up simple
words and use visual memory to write irregular words (ACELA1471)
Recognise common prexes and suxes and how they change a word's
meaning (ACELA1455, ACELA1472)

Spell high-frequency and common sight words accurately when composing
texts
Spell known words using le\er names
Isolate and write the iniDal, medial and nal sound of a word
Exchange one le\er in a wri\en word with a dierent le\er to make a new
word
Use double consonants where appropriate, eg 'hopping'
Begin to use a dicDonary for spelling acDviDes and word meaning
Recognise when a word is spelt incorrectly
Use morphemic and phonological knowledge when spelling

DemonstraDon School
SPEAKING AND LISTENING 2
EN1-6B Recognises a range of purposes and audiences for spoken language and recognises organisaMonal
paGerns and features of predictable spoken texts
CONTENT T1 T2 T3 T4

Understand that people use dierent systems of communicaDon to cater
to dierent needs and purposes and that many people may use sign
systems to communicate with others (ACELA1443)
Understand that spoken, visual and wri\en forms of language are dierent
modes of communicaDon with dierent features and their use varies
according to the audience, purpose, context and cultural background
(ACELA1460)
Make connecDons between dierent methods of communicaDon, eg
Standard Australian English, Aboriginal English, home language, sign
language and body language
Recognise a range of purposes and audiences for spoken language with
increasing independence
Develop an understanding of dierent forms of communicaDon

IdenDfy organisaDonal pa\erns and features of predictable spoken texts
Understand the use of vocabulary in everyday contexts as well as a

growing number of school contexts, including appropriate use of formal
and informal terms of address in dierent contexts (ACELA1454)
IdenDfy language that can be used for appreciaDng texts and the qualiDes
of people and things (ACELA1462
Respond to, and compose texts

Make short presentaDons using some introduced text structures and
language, for example opening statements (ACELY1657)
Rehearse and deliver short presentaDons on familiar and new topics
(ACELY1667)
Retell familiar stories and events in logical sequence, including in home
language
Rephrase quesDons to seek claricaDon
Listen to, recite and perform poems, chants, rhymes and songs, imitaDng
and invenDng sound pa\erns including alliteraDon and rhyme (ACELT1585)
Explain personal opinions orally using supporDng reasons, simple

inferences and reasonable predicDon
Demonstrate acDve listening behaviours and respond appropriately to
class discussions
Recognise and respond to instrucDons from teachers and peers

DemonstraDon School
ENGLISH
OBJECTIVE B
USE LANGUAGE TO SHAPE AND MAKE
MEANING ACCORDING TO PURPOSE,
AUDIENCE AND CONTEXT

DemonstraDon School
READING AND VIEWING 2
EN1-8B Recognises that there are dierent kinds of texts when reading and viewing and shows an
awareness of purpose, audience and subject maGer
CONTENT T1 T2 T3 T4
Recognise a range of purposes and audiences for imaginaDve, informaDve
and persuasive print and visual texts
IdenDfy how imaginaDve, informaDve and persuasive texts can vary in
purpose, structure and topic
Understand that texts can draw on readers' or viewers' knowledge of texts
to make meaning and enhance enjoyment, eg comparing fairytales
Discuss possible author intent and intended audience of a range of texts

Understand concepts about print and screen, including how dierent types
of texts are organised using page numbering, tables of content, headings
and Dtles, navigaDon bu\ons, bars and links (ACELA1450)
Understand how text structure contributes to the meaning of texts
Know some features of text organisaDon including page and screen layouts,
alphabeDcal order, and dierent types of diagrams, for example Dmelines
(ACELA1466)
Understand simple explanaDons in diagrammaDc form, including
owcharts, hierarchies, life cycles
Respond to, read and view texts
Select a widening range of texts for enjoyment and pleasure and discuss
reasons for their choice
Respond to a range of literature and discuss purpose and audience

DemonstraDon School
GRAMMAR, PUNCTUATION AND VOCABULARY
EN1-9B Uses basic grammaMcal features, punctuaMon convenMons and vocabulary appropriate to the
type of text when responding to and composing texts
CONTENT T1 T2 T3 T4
Understand that ideas in texts can be organised to enhance meaning using
sentences and paragraphs
Begin to understand that choice of vocabulary adds to the eecDveness of
text

Understand that paragraphs are used to organise ideas
Understand that simple connecDons can be made between ideas by using a

compound sentence with two or more clauses usually linked by a
coordinaDng conjuncDon (ACELA1467)
Explore dierences in words that represent people, places and things
(nouns, including pronouns), happenings and states (verbs), qualiDes
(adjecDves) and details such as when, where and how (adverbs)
(ACELA1452)
Recognise that a preposiDon placed in front of a noun group can show
where, when, eg 'on the box' (where), 'before my birthday' (when)
Recognise that Dme connecDves sequence informaDon in texts
Recognise that dierent types of punctuaDon, including full stops, quesDon

marks and exclamaDon marks, signal sentences that make statements, ask
quesDons, express emoDon or give commands (ACELA1449)

Recognise that capital le\ers signal proper nouns and commas are used to
separate items in lists (ACELA1465)
Experiment with the use of quoted (direct) and reported (indirect) speech
Understand and apply knowledge of vocabulary

Understand how texts are made cohesive through resources, for example word
associaDons, synonyms, and antonyms (ACELA1464)
Recognise, discuss and use creaDve word play, eg alliteraDon and onomatopoeia
Respond to, and compose texts

Begin to organise ideas into paragraphs when composing texts
Compose sentences eecDvely using basic grammaDcal feature and
punctuaDon convenDons
Use subjectverb and nounpronoun agreement when composing texts and
responding to texts orally and in wriDng
Demonstrate the use of more precise vocabulary to describe emoDons and
experiences when wriDng

DemonstraDon School
WRITING AND REPRESENTING 2
EN1-7B IdenMes how language use in their own wriMng diers according to their purpose, audience
and subject maGer
CONTENT T1 T2 T3 T4
IdenDfy the audience of imaginaDve, informaDve and persuasive texts
(ACELY1668)
Discuss some of the dierent purposes for wri\en and visual text

Understand that dierent types of texts have idenDable text structures
and language features that help the text serve its purpose
(ACELA1447, ACELA1463)
Describe some dierences between imaginaDve informaDve and persuasive
texts
(ACELY1658)
Compare dierent kinds of images in narraDve and informaDve texts and
discuss how they contribute to meaning
(ACELA1453)
Understand the use of vocabulary about familiar and new topics and
experiment with and begin to make conscious choices of vocabulary to suit
audience and purpose
(ACELA1470)
Draw on personal experience and feelings as subject ma\er to compose
imaginaDve and other texts for dierent purposes
Compose and review wri\en and visual texts for dierent purposes and
audiences
Discuss the characters and seongs of dierent texts and explore how
language is used to present these features in dierent ways (ACELT1584,
ACELT1591)
Make inferences about character moDves, acDons, qualiDes and
characterisDcs when responding to texts

DemonstraDon School
MATHEMATICS
Number &
Algebra
DemonstraDon School
WHOLE NUMBERS 1
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit
numbers
CONTENT T1 T2 T3 T4
Develop condence with number sequences to 100 by ones from any starDng point (ACMNA012)
Count forwards and backwards by ones from a given two-digit number
IdenDfy the number before and aXer a given two-digit number
Describe the number before as 'one less than' and the number aXer as 'one
more than' a given number (CommunicaDng)
Read and use the ordinal names to at least 'thirty-rst', eg when reading
calendar dates
Count collecDons to 100 by parDDoning numbers using place value (ACMNA014)

Count and represent large sets of objects by systemaDcally grouping in tens
Use and explain mental grouping to count and to assist with esDmaDng the
number of items in large groups
Use place value to parDDon two-digit numbers, eg 32 as 3 groups of ten and
2 ones
State the place value of digits in two-digit numbers, eg 'In the number 32,
the "3" represents 30 or 3 tens'
ParDDon two-digit numbers in non-standard forms, eg 32 as 32 ones or 2

tens and 12 ones
Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line
(ACMNA013)

Represent two-digit numbers using objects, pictures, words and numerals
round numbers to the nearest ten
Locate and place two-digit numbers on a number line
Apply an understanding of place value and the role of zero to read, write
and order two-digit numbers
Use number lines and number charts to assist with counDng and ordering
Give reasons for placing a set of numbers in a parDcular order
(CommunicaDng, Reasoning)
EsDmate, to the nearest ten, the number of objects in a collecDon and
check by counDng, eg esDmate the number of children in a room to the
nearest ten
Solve simple everyday problems with two-digit numbers
Choose an appropriate strategy to solve problems, including trial-and-error
and drawing a diagram (CommunicaDng, Problem Solving)
Ask quesDons involving two-digit numbers, eg 'Why are the houses on
either side of my house numbered 32 and 36?' (CommunicaDng)
Recognise, describe and order Australian coins according to their value (ACMNA017
IdenDfy, sort, order and count money using the appropriate language in
everyday contexts, eg coins, notes, cents, dollars
Recognise that total amounts can be made using dierent denominaDons,
eg 20 cents can be made using a single coin or two 10-cent coins
Recognise the symbols for dollars ($) and cents
Crystal pont| Mayeld West

DemonstraDon School
WHOLE NUMBERS 2
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit
numbers
CONTENT T1 T2 T3 T4
Develop condence with number sequences from 100 by ones from any starMng point (ACMNA012)
Count forwards or backwards by ones, from a given three-digit number
IdenDfy the numbers before and aXer a given three-digit number
Describe the number before as 'one less than' and the number aXer as 'one
more than' a given number (CommunicaDng)
Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Represent three-digit numbers using objects, pictures, words and numerals
Use the terms 'more than' and 'less than' to compare numbers
Arrange numbers of up to three digits in ascending order
Use number lines and number charts beyond 100 to assist with counDng
and ordering (CommunicaDng, Problem Solving)
Give reasons for placing a set of numbers in a parDcular order
InvesMgate number sequences, iniMally those increasing and decreasing by twos, threes, ves and tens from any starMng point,
then moving to other sequences (ACMNA026)
Count forwards and backwards by twos, threes and ves from any starDng
point
Count forwards and backwards by tens, on and o the decade, with two-
and three-digit numbers, eg 40, 30, 20, (on the decade);
427, 437, 447, (o the decade)
IdenDfy number sequences on number charts
Group, parMMon and rearrange collecMons of up to 1000 in hundreds, tens and ones to facilitate more ecient
counMng(ACMNA028)
Apply an understanding of place value and the role of zero to read, write
and order three-digit numbers
Form the largest and smallest number from three given digits
Count and represent large sets of objects by systemaDcally grouping in tens
and hundreds
Use models such as base 10 material, interlocking cubes and bundles of
sDcks to explain grouping (CommunicaDng, Reasoning)
Use and explain mental grouping to count and to assist with esDmaDng the
number of items in large groups
Use place value to parDDon three-digit numbers, eg 326 as 3 groups of one
hundred, 2 groups of ten and 6 ones
State the place value of digits in numbers of up to three digits, eg 'In the
number 583, the "5" represents 500 or 5 hundreds'
ParDDon three-digit numbers in non-standard forms, eg 326 can be 32
groups of ten and 6 ones
Round numbers to the nearest hundred
EsDmate, to the nearest hundred, the number of objects in a collecDon and
check by counDng, eg show 120 pop sDcks and ask students to esDmate to
the nearest hundred
Count and order small collecMons of Australian coins and notes according to their value (ACMNA034)
Use the face value of coins and notes to sort, order and count money
Compare Australian coins and notes with those from other countries,
eg from students' cultural backgrounds (CommunicaDng)
Determine whether there is enough money to buy a parDcular item
(Problem Solving, Reasoning) DemonstraDon School
Recognise that there are 100 cents in $1, 200 cents in $2,
ADDITION AND SUBTRACTION 1
MA!-5NA Uses a range of strategies and informal recording methods for addiMon and subtracMon
involving one- and two-digit numbers
CONTENT T1 T2 T3 T4
Represent and solve simple addiMon and subtracMon problems using a range of strategies, including counMng on, parMMoningand
rearranging parts (ACMNA015)
Use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the
'dierence between'
Use concrete materials to model addiDon and subtracDon problems involving
one- and two-digit numbers
Use concrete materials and a number line to model and determine
the dierence between two numbers
Recognise and use the symbols for plus (+), minus () and equals (=)
Record number sentences in a variety of ways using drawings,
words, numerals and mathemaDcal symbols
Recognise, recall and record combinaDons of two numbers that add to 10
Create, record and recognise combinaDons of two numbers that add to
numbers up to and including 9
Model and record pa\erns for individual numbers by making all
possible whole-number combinaDons
Describe combinaDons for numbers using words such as 'more', 'less' and
'double', eg describe 5 as 'one more than four', 'three combined with two',
'double two and one more' and 'one less than six' (CommunicaDng, Problem
Solving)
Create, record and recognise combinaDons of two numbers that add to
numbers from 11 up to and including 20
Use combinaDons for numbers up to 10 to assist with combinaDons for
numbers beyond 10 (Problem Solving)
InvesDgate and generalise the eect of adding zero to a number, eg 'Adding
zero to a number does not change the number
Use concrete materials to model the commutaDve property for addiDon and
apply it to aid the recall of addiDon facts, eg 4 + 5 = 5 + 4
Relate addiDon and subtracDon facts for numbers to at least 20, eg 5 + 3 = 8,
so 8 3 = 5 and 8 5 = 3
Use and record a range of mental strategies to solve addiDon and subtracDon
problems involving one- and two-digit numbers, including:
counDng on from the larger number to nd the total of two numbers
counDng back from a number to nd the number remaining
counDng on or back to nd the dierence between two numbers
using doubles and near doubles, eg 5 + 7: double 5 and add 2
combining numbers that add to 10, eg 4 + 7 + 8 + 6 + 3: rst combine 4
and 6, and 7 and 3, then add 8
bridging to 10, eg 17 + 5: 17 and 3 is 20, then add 2 more
using place value to parDDon numbers, eg 25 + 8: 25 is 20 + 5, so 25 +
8 is 20 + 5 + 8, which is 20 + 13
Choose and apply ecient strategies for addiDon and subtracDon (Problem
Solving)
Use the equals sign to record equivalent number sentences involving
addiDon, and to mean 'is the same as', rather than as an indicaDon to
perform an operaDon, eg 5 + 2 = 3 + 4
Check given number sentences to determine if they are true or false and
explain why,
eg 'Is 7 + 5 = 8 + 4 true? Why or why not?' (CommunicaDng, Reasoning)

DemonstraDon School
ADDITION AND SUBTRACTION 2
MA!-5NA Uses a range of strategies and informal recording methods for addiMon and subtracMon
involving one- and two-digit numbers
CONTENT T1 T2 T3 T4
Explore the connecMon between addiMon and subtracMon (ACMNA029)
Use concrete materials to model how addiDon and subtracDon are
inverse operaDons
Use related addiDon and subtracDon number facts to at least 20,
eg 15 + 3 = 18, so 18 3 = 15 and 18 15 = 3
Solve simple addiMon and subtracMon problems using a range of ecient mental and wriGen strategies (ACMNA030)
Use and record a range of mental strategies to solve addiDon and subtracDon
problems involving two-digit numbers, including:
the jump strategy on an empty number line
the split strategy, eg record how the answer to 37 + 45 was obtained
using the split strategy
an inverse strategy to change a subtracDon into an addiDon, eg 54 38:
start at 38, adding 2 makes 40, then adding 10 makes 50, then adding 4
makes 54, and so the answer is 2 + 10 + 4 = 16

Select and use a variety of strategies to solve addiDon and subtracDon
problems eg show how the answer to 15 + 8 was obtained using a jump
strategy on an empty number line

Perform simple calculaDons with money, eg buying items from a class shop
and giving change (Problem Solving)

Check soluDons using a dierent strategy (Problem Solving)

Involving one- and two-digit numbers
recognise which strategies are more ecient and explain why

Explain or demonstrate how an answer was obtained for addiDon and
subtracDon problems

DemonstraDon School
MULTIPLICATION AND DIVISION 1
MA!-6NA Uses a range of mental strategies and concrete materials for mulMplicaMon and division
CONTENT T1 T2 T3 T4
Skip count by twos, ves and tens starMng from zero (ACMNA012)
Count by twos, ves and tens using rhythmic counDng and skip counDng from
zero
Use pa\erns on a number chart to assist in counDng by twos, ves or tens
(CommunicaDng)
Model and use equal groups of objects as a strategy for mulMplicaMon
Model and describe collecDons of objects as 'groups of', eg
Recognise the importance of having groups of equal size (Reasoning)
Determine and disDnguish between the 'number of groups' and the 'number
in each group' when describing collecDons of objects (CommunicaDng)
Find the total number of objects using skip counDng
Recognise and represent division as grouping into equal sets (ACMNA032)

Recognise when there are equal numbers of items in groups, eg 'There are
three pencils in each group
Model division by sharing a collecDon of objects equally into a given number
of groups to determine how many in each group, eg determine the number in
each group when 10 objects are shared between two people
Describe the part leX over when a collecDon cannot be shared equally into a
given number of groups (CommunicaDng, Problem Solving, Reasoning)
Model division by sharing a collecDon of objects into groups of a given size to
determine the number of groups, eg determine the number of groups when
20 objects are shared into groups of four
Describe the part leX over when a collecDon cannot be distributed equally
using the given group size, eg when 22 objects are shared into groups of four,
there are ve groups of four and two objects leX over (CommunicaDng,
Problem Solving, Reasoning)

DemonstraDon School
MULTIPLICATION AND DIVISION 12
MA!-6NA Uses a range of mental strategies and concrete materials for mulMplicaMon and division
CONTENT T1 T2 T3 T4
Recognise and represent mulMplicaMon as repeated addiMon, groups and arrays (ACMNA031)
Model mulDplicaDon as repeated addiDon, eg 3 groups of 4 is the same as 4 +
4 + 4
Find the total number of objects by placing them into equal-sized groups and
using repeated addiDon (Problem Solving)
Use empty number lines and number charts to record repeated addiDon
Explore the use of repeated addiDon to count in pracDcal situaDons, eg
counDng stock on a farm (Problem Solving)
Recognise when items have been arranged into groups, eg 'I can see two
groups of three pencils
Use concrete materials to model mulDplicaDon as equal 'groups' and by
forming an array of equal 'rows' or equal 'columns
Describe collecDons of objects as 'groups of', 'rows of' and 'columns
of' (CommunicaDng)
Determine and disDnguish between the 'number of rows/columns' and the
'number in each row/column' when describing collecDons of objects
(CommunicaDng)
Recognise pracDcal examples of arrays, such as seedling trays or vegetable
gardens (Reasoning)
Model the commutaDve property of mulDplicaDon, eg '3 groups of 2 is the
same as 2 groups of 3
Represent division as grouping into equal sets and solve simple problems using these representaMons
Model division by sharing a collecDon of objects equally into a given number
of groups, and by sharing equally into a given number of rows or columns in
an array, eg determine the number each person receives when 10 objects are
shared between two people
Describe the part leX over when a collecDon cannot be shared equally into a
given number of groups/rows/columns (CommunicaDng, Problem Solving,
Reasoning)
Model division by sharing a collecDon of objects into groups of a given size,
and by arranging it into rows or columns of a given size in an array, eg
determine the number of columns in an array when 20 objects are arranged
into rows of four
Describe the part leX over when a collecDon cannot be distributed equally
using the given group/row/column size, eg when 14 objects are arranged into
rows of ve, there are two rows of ve and four objects leX over
(CommunicaDng, Problem Solving, Reasoning)
Model division as repeated subtracDon
Use an empty number line to record repeated subtracDon (CommunicaDng)
Explore the use of repeated subtracDon to share in pracDcal situaDons, eg
share 20 sDckers between ve people (Problem Solving)
Solve mulDplicaDon and division problems using objects, diagrams, imagery
and acDons
Support answers by demonstraDng how an answer was obtained
(CommunicaDng)
Recognise which strategy worked and which did not work and explain why
Record answers to mulDplicaDon and division problems using drawings,
words and numerals, eg 'two rows of ve make ten', '2 rows of 5 is 10'
DemonstraDon School
FRACTIONS AND DECIMALS 1
MA!-7NA Represents and models halves, quarters and eighths

CONTENT T1 T2 T3 T4
Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
Use concrete materials to model half of a whole object

Describe two equal parts of a whole object, eg 'I folded my paper into two
equal parts and now I have halves' (CommunicaDng)
Recognise that halves refer to two equal parts of a whole

Describe parts of a whole object as 'about a half', 'more than a half' or 'less
than a half'
Record two equal parts of whole objects and shapes, and the relaDonship of
the parts to the whole, using pictures and the fracDon notaDon for half

Use concrete materials to model half of a collecDon

Describe two equal parts of a collecDon, eg 'I have halves because the two
parts have the same number of seedlings' (CommunicaDng)
Record two equal parts of a collecDon, and the relaDonship of the parts to
the whole, using pictures and fracDon notaDon for half


DemonstraDon School
FRACTIONS AND DECIMALS 2
MA!-7NA Represents and models halves, quarters and eighths

CONTENT T1 T2 T3 T4
Recognise and interpret common uses of halves, quarters and eighths of shapes and collecMons (ACMNA033)
Use concrete materials to model a half, a quarter or an eighth of a whole
object, eg divide a piece of ribbon into quarters
Create quarters by halving one-half, eg 'I halved my paper then halved it
again and now I have quarters' (CommunicaDng, Problem Solving)
Describe the equal parts of a whole object, eg 'I folded my paper into eight
equal parts and now I have eighths' (CommunicaDng)
Discuss why 18 is less than 14, eg if a cake is shared among eight people, the
slices are smaller than if the cake is shared among four people
Recognise that fracDons refer to equal parts of a whole, eg all four quarters
of an object are the same size
Visualise fracDons that are equal parts of a whole, eg 'Imagine where you
would cut the rectangle before cuong it' (Problem Solving)
Recognise when objects and shapes have been shared into halves, quarters
or eighths
Record equal parts of whole objects and shapes, and the relaDonship of the
parts to the whole, using pictures and the fracDon notaDon for half, quarter
and eighth
Use concrete materials to model a half, a quarter or an eighth of a collecDon
Describe equal parts of a collecDon of objects, eg 'I have quarters because the
four parts have the same number of counters' (CommunicaDng)
Recognise when a collecDon has been shared into halves, quarters or eighths
record equal parts of a collecDon, and the relaDonship of the parts to the
whole, using pictures and the fracDon notaDon for half, quarter and eighth
Use fracDon language in a variety of everyday contexts, eg the half-hour, one-
quarter of the class

DemonstraDon School
PATTERNS AND ALGEBRA 1
MA!-8NA Creates, represents and conMnues a variety of paGerns with numbers and objects

CONTENT T1 T2 T3 T4
InvesMgate and describe number paGerns formed by skip counMng and paGerns with objects (ACMNA018)
IdenDfy and describe pa\erns when skip counDng forwards or backwards by
ones, twos, ves and tens from any starDng point
Use objects to represent counDng pa\erns (CommunicaDng)
InvesDgate and solve problems based on number pa\erns (Problem Solving)
Represent number pa\erns on number lines and number charts
Recognise, copy and conDnue given number pa\erns that increase or
decrease, eg
1, 2, 3, 4,
20, 18, 16, 14,
Describe how number pa\erns are made and how they can be conDnued
(CommunicaDng, Problem Solving)
Create, record and describe number pa\erns that increase or decrease
Recognise, copy and conDnue pa\erns with objects or symbols
Recognise when an error occurs in a pa\ern and explain what is wrong
Create, record and describe pa\erns with objects or symbols
Describe a repeaDng pa\ern of objects or symbols in terms of a 'number'
pa\ern e.g. Image shows 3 shape pa\erns; the rst depicts a two pa\ern,
the other two a three pa\ern
Make connecDons between repeaDng pa\erns and counDng, eg a 'three'
pa\ern and skip counDng by threes (CommunicaDng, Reasoning)
Model and describe 'odd' and 'even' numbers using counters paired in two
rows
Describe the pa\ern created by modelling odd and even numbers
(CommunicaDng)

DemonstraDon School
PATTERNS AND ALGEBRA 2
MA!-8NA Creates, represents and conMnues a variety of paGerns with numbers and objects

CONTENT T1 T2 T3 T4
Describe paGerns with numbers and idenMfy missing elements (ACMNA035)
Describe a number pa\ern in words, eg 'It goes up by threes'
Determine a missing number in a number pa\ern, eg 3, 7, 11, __, 19, 23, 27
Describe how the missing number in a number pa\ern was determined
Check soluDons when determining missing numbers in number pa\erns by
repeaDng the process (Reasoning)
Solve problems by using number sentences for addiMon or subtracMon (ACMNA036)
Complete number sentences involving one operaDon of addiDon or
subtracDon by calculaDng the missing number, eg nd so that 5+ =13 or
15 =9
Make connecDons between addiDon and related subtracDon facts to at least
20 (Reasoning
Describe how a missing number in a number sentence was calculated
Solve problems involving addiDon or subtracDon by using number sentences
Represent a word problem as a number sentence (CommunicaDng, Problem
Solving)
Pose a word problem to represent a number sentence (CommunicaDng,
Problem Solving)

DemonstraDon School
MATHEMATICS
Measurement &
Geometry

DemonstraDon School
LENGTH 1
MA!-9MG Measures, records, compares and esMmates lengths and distances using uniform informal units,
metres and cenMmetres

CONTENT T1 T2 T3 T4
Measure and compare the lengths of pairs of objects using uniform informal units (ACMMG019)
Use uniform informal units to measure lengths and distances by placing the
units end-to-end without gaps or overlaps

Select appropriate uniform informal units to measure lengths and distances,
eg paper clips instead of pop sDcks to measure a pencil, paces instead of pop
sDcks to measure the length of the playground (Problem Solving)

Measure the lengths of a variety of everyday objects, eg use handspans to
measure the length of a table (Problem Solving)

Explain the relaDonship between the size of a unit and the number of units
needed, eg more paper clips than pop sDcks will be needed to measure the
length of the desk (CommunicaDng, Reasoning)
Record lengths and distances by referring to the number and type of uniform
informal unit used
InvesDgate dierent informal units of length used in various cultures,
including those used in Aboriginal communiDes (CommunicaDng)
Compare the lengths of two or more objects using appropriate uniform
informal units and check by placing the objects side-by-side and aligning the
ends

Eexplain why the length of an object remains constant when units are
rearranged, eg 'The book was seven paper clips long. When I moved the
paper clips around and measured again, the book was sDll seven paper clips
long' (CommunicaDng, Reasoning)
EsDmate linear dimensions and the lengths of curves by referring to the
number and type of uniform informal unit used and check by measuring

Discuss strategies used to esDmate lengths, eg visualising the repeated unit,
using the process 'make, mark and move' (CommunicaDng, Problem Solving)


DemonstraDon School
LENGTH 2
MA!-9MG Measures, records, compares and esMmates lengths and distances using uniform informal units,
metres and cenMmetres

CONTENT T1 T2 T3 T4
Compare and order several shapes and objects based on length, using appropriate uniform informal units (ACMMG037)
Relate the term 'length' to the longest dimension when referring to an object
Make and use a tape measure calibrated in uniform informal units, eg
calibrate a paper strip using footprints as a repeated unit
Use computer soXware to draw a line and use a simple graphic as a uniform
informal unit to measure its length (CommunicaDng)
Compare and order two or more shapes or objects according to their lengths
using an appropriate uniform informal unit
Compare the lengths of two or more objects that cannot be moved or aligned
(Reasoning)
Record length comparisons informally using drawings, numerals and words,
and by referring to the uniform informal unit used
Recognise and use formal units to measure the lengths of objects
Recognise the need for formal units to measure lengths and distances

Use the metre as a unit to measure lengths and distances to the nearest
metre or half-metre

Explain and model, using concrete materials, that a metre-length can be a
straight line or a curved line (CommunicaDng, Reasoning)
Record lengths and distances using the abbreviaDon for metres (m) L
EsDmate lengths and distances to the nearest metre and check by measuring
Recognise the need for a formal unit smaller than the metre
Recognise that there are 100 cenDmetres in one metre, ie 100 cenDmetres =
1 metre
Use the cenDmetre as a unit to measure lengths to the nearest cenDmetre,
using a device with 1 cm markings, eg use a paper strip of length 10 cm
Record lengths and distances using the abbreviaDon for cenDmetres (cm)
EsDmate lengths and distances to the nearest cenDmetre and check by
measuring

DemonstraDon School
AREA 1
MA!-10MG Measures, records, compares and esMmates areas using uniform informal units

CONTENT T1 T2 T3 T4
Measure and compare areas using uniform informal units
Compare, indirectly, the areas of two surfaces that cannot be moved or
superimposed, eg by cuong paper to cover one surface and superimposing
the paper over the second surface
Predict the larger of the areas of two surfaces of the same general shape and
compare these areas by cuong and covering
Use uniform informal units to measure area by covering the surface in rows
or columns without gaps or overlaps
Select and use appropriate uniform informal units to measure area
(Reasoning)
needed to measure an area, eg 'I need more Dles than workbooks to measure
the area of my desktop' (CommunicaDng, Reasoning)
Describe why the area remains constant when units are rearranged
Describe any parts of units leX over when counDng uniform informal units to
measure area (CommunicaDng)
Use computer soXware to create a shape and use a simple graphic as a
uniform informal unit to measure its area (CommunicaDng)
Record areas by referring to the number and type of uniform informal unit
used, eg 'The area of this surface is 20 Dles
EsDmate areas by referring to the number and type of uniform informal unit
used and check by measuring
Discuss strategies used to esDmate area, eg visualising the repeated unit

DemonstraDon School
AREA 2
MA!-10MG Measures, records, compares and esMmates areas using uniform informal units

CONTENT T1 T2 T3 T4
Compare and order several shapes and objects based on area using appropriate uniform informal units (ACMMG037)
Draw the spaDal structure (grid) of repeated units covering a surface

Explain the structure of the unit tessellaDon in terms of rows and columns
(CommunicaDng)

Compare and order the areas of two or more surfaces that cannot be moved,
or superimposed, by measuring in uniform informal units

Predict the larger of two or more areas and check by measuring (Reasoning)

Record comparisons of area informally using drawings, numerals and words,
and by referring to the uniform informal unit used

DemonstraDon School
VOLUME AND CAPACITY 1
MA!-11MG Measures, records, compares and esMmates volumes and capaciMes using uniform informal
units
CONTENT T1 T2 T3 T4
Measure and compare the capaciMes of pairs of objects using uniform informal units (ACMMG019)
Use uniform informal units to measure the capaciDes of containers by counDng
the number of Dmes a smaller container can be lled and empDed into the
container being measured
Select appropriate uniform informal units to measure the capaciDes of
containers, eg using cups rather than teaspoons to ll a bucket (Problem
Solving)
needed, eg more cups than ice cream containers will be needed to ll a bucket
Record capaciDes by referring to the number and type of uniform informal unit
used
Compare the capaciDes of two or more containers using appropriate uniform
informal units
Recognise that containers of dierent shapes may have the same capacity
(Reasoning)
EsDmate capaciDes by referring to the number and type of uniform informal
unit used and check by measuring
Pack cubic units (eg blocks) into rectangular containers so that there are no
gaps
Recognise that cubes pack be\er than other objects in rectangular containers
(Reasoning)
Measure the volume of a container by lling the container with uniform
informal units and counDng the number of units used, eg the number of blocks
a box can hold
Devise and explain strategies for packing and counDng units to ll a box, eg
packing in layers and ensuring that there are no gaps between units
Explain that if there are gaps when packing and stacking, this will aect the
accuracy of measuring the volume (CommunicaDng, Reasoning)
Record volumes by referring to the number and type of uniform informal unit
used
EsDmate volumes of containers by referring to the number and type of
uniform informal unit used and check by measuring
Explain a strategy used for esDmaDng a volume (CommunicaDng, Problem
Solving)
Predict the larger volume of two or more containers and check by measuring
using uniform informal units (Reasoning)
EsDmate the volume of a pile of material and check by measuring, eg esDmate
how many buckets would be used to form a pile of sand

DemonstraDon School
VOLUME AND CAPACITY 2
MA!-11MG Measures, records, compares and esMmates volumes and capaciMes using uniform informal
units
CONTENT T1 T2 T3 T4
Compare and order several objects based on volume and capacity using appropriate uniform informal units (ACMMG037)
Make and use a measuring device for capacity calibrated in uniform informal
units, eg calibrate a bo\le by adding cups of water and marking the new level
as each cup is added
Compare and order the capaciDes of two or more containers by measuring
each container in uniform informal units
Compare and order the volumes of two or more models by counDng the
number of blocks used in each model
Recognise that models with dierent appearances may have the same volume
(Reasoning)
Compare and order the volumes of two or more objects by marking the change
in water level when each is submerged
Recognise that changing the shape of an object does not change the amount of
water it displaces (Reasoning)
Record volume and capacity comparisons informally using drawings, numerals
and words, and by referring to the uniform informal unit used

DemonstraDon School
MASS 1
MA!-12MG Measures, records, compares and esMmates the masses of objects using uniform informal
units

CONTENT T1 T2 T3 T4
InvesMgate mass using a pan balance
IdenDfy materials that are light or heavy

Place objects on either side of a pan balance to obtain a level balance

Use a pan balance to compare the masses of two objects

Discuss the acDon of a pan balance when a heavy object is placed in one pan
and a lighter object in the other pan (CommunicaDng)

Predict the acDon of a pan balance before placing parDcular objects in each
pan (Reasoning)

Sort objects on the basis of their mass
Use a pan balance to nd two collecDons of objects that have the same mass,
eg a collecDon of blocks and a collecDon of counters

Use drawings to record ndings from using a pan balance


DemonstraDon School
MASS 2
MA!-12MG Measures, records, compares and esMmates the masses of objects using uniform informal
units

CONTENT T1 T2 T3 T4
Compare the masses of objects using balance scales (ACMMG038)
Compare and order the masses of two or more objects by heXing and check
using a pan balance

Recognise that mass is conserved, eg the mass of a lump of plasDcine remains
constant regardless of the shape it is moulded into or whether it is divided up
into smaller pieces

Use uniform informal units to measure the mass of an object by counDng the
number of units needed to obtain a level balance on a pan balance

Select an appropriate uniform informal unit to measure the mass of an object
and jusDfy the choice (Problem Solving)

Explain the relaDonship between the mass of a unit and the number of units
needed, eg more toothpicks than pop sDcks will be needed to balance the
object (CommunicaDng, Reasoning)

Record masses by referring to the number and type of uniform informal unit
used

Compare two or more objects according to their masses using appropriate
uniform informal units

Record comparisons of mass informally using drawings, numerals and words,
and by referring to the uniform informal units used

Find dierences in mass by measuring and comparing, eg 'The pencil has a
mass equal to three blocks and a pair of plasDc scissors has a mass of six
blocks, so the scissors are three blocks heavier than the pencil

Predict whether the number of units will be more or less when a dierent unit
is used, eg 'I will need more pop sDcks than blocks as the pop sDcks are lighter
than the blocks' (Reasoning)

Solve problems involving mass (Problem Solving) esDmate mass by referring to
the number and type of uniform informal unit used and check by measuring


DemonstraDon School
TIME 1
MA!-13MG Describes, compares and orders duraMons of events, and reads half- and quarter-hour Mme

CONTENT T1 T2 T3 T4
Name and order months and seasons (ACMMG040)
Name and order the months of the year
Recall the number of days that there are in each month
Name and order the seasons, and name the months for each season
Describe the environmental characterisDcs of each season, eg 'Winter is cool
and some trees lose their leaves' (CommunicaDng)
Recognise that in some cultures seasonal changes mark the passing of Dme, eg
the owering of plants and the migraDon pa\erns of animals are used by many
peoples, including Aboriginal people (Reasoning)
Recognise that in countries in the northern hemisphere, the season is the
opposite to that being experienced in Australia at that Dme (Reasoning)
Use a calendar to idenMfy the date and determine the number of days in each month (ACMMG041)

IdenDfy a day and date using a convenDonal calendar
iIenDfy personally or culturally signicant days (CommunicaDng)
IdenDfy the dierent uses of calendars in various communiDes
(CommunicaDng)
Tell Mme to the half-hour (ACMMG020)

Read analog and digital clocks to the half-hour using the terms 'o'clock' and
'half past'
Describe the posiDon of the hands on a clock for the half-hour
Explain why the hour hand on a clock is halfway between the two hour-
markers when the minute hand shows the half-hour (CommunicaDng,
Reasoning)
Describe everyday events with parDcular hour and half-hour Dmes, eg 'We
start school at 9 o'clock' (CommunicaDng)
Record hour and half-hour Dme on analog and digital clocks

DemonstraDon School
TIME 2
MA!-13MG Describes, compares and orders duraMons of events, and reads half- and quarter-hour Mme

CONTENT T1 T2 T3 T4
Describe duraMon using months, weeks, days and hours (ACMMG021)
Use a calendar to calculate the number of months, weeks or days unDl an
upcoming event
EsDmate and measure the duraDon of an event using a repeated informal unit,
eg the number of Dmes you can clap your hands while the teacher writes your
name
Solve simple everyday problems about Dme and duraDon (Problem Solving)
recognise that some cultures use informal units of Dme, eg the use of Ddal
change in Aboriginal communiDes (Reasoning)
Compare and order the duraDon of events measured using a repeated informal
unit, eg 'It takes me ten claps to write my name but only two claps to say my
name
Use the terms 'hour', 'minute' and 'second'
Experience and recognise acDviDes that have a duraDon of one hour, half an
hour or a quarter of an hour, one minute, and a few seconds
Indicate when it is thought that an acDvity has conDnued for one hour, one
minute or one second (Reasoning)
Compare and discuss the relaDonship between Dme units, eg an hour is a
longer Dme than a minute (CommunicaDng, Reasoning)
Make predicDons about the duraDon of Dme remaining unDl a parDcular school
acDvity starts or nishes, eg the length of Dme unDl lunch begins (Reasoning)
Tell Mme to the quarter-hour using the language of 'past' and 'to' (ACMMG039)

Read analog and digital clocks to the quarter-hour using the terms 'past' and
'to', eg 'It is a quarter past three', 'It is a quarter to four'
describe the posiDon of the hands on a clock for quarter past and quarter to
Describe the hands on a clock as turning in a 'clockwise' direcDon
(CommunicaDng)
Associate the numerals 3, 6 and 9 with 15, 30 and 45 minutes and with the
terms 'quarter past', 'half past' and 'quarter to', respecDvely (CommunicaDng)
IdenDfy which hour has just passed when the hour hand is not poinDng to a
numeral
Record quarter-past and quarter-to Dme on analog and digital clocks

DemonstraDon School
THREE-DIMENSIONAL SPACE 1
MA!-14MG Sorts, describes, represents and recognises familiar three-dimensional objects, including
cones, cubes, cylinders, spheres and prisms
CONTENT T1 T2 T3 T4
Recognise and classify familiar three-dimensional objects using obvious features (ACMMG022)

Manipulate and describe familiar three-dimensional objects, including cones,
cubes, cylinders, spheres and prisms
IdenDfy and name familiar three-dimensional objects, including cones, cubes,
cylinders, spheres and prisms, from a collecDon of everyday objects
Select an object from a descripDon of its features, eg nd an object with six
square faces (Reasoning)
Use the terms 'surface', 'at surface' and 'curved surface' in describing familiar
three-dimensional objects
IdenDfy the type and number of at and curved surfaces of three-dimensional
objects, eg 'This prism has eight at surfaces', 'A cone has two surfaces: one is
a at surface and the other is a curved surface' (Reasoning)
Use the term 'face' to describe the at surfaces of three-dimensional objects
with straight edges, including squares, rectangles and triangles
DisDnguish between 'at surfaces' and 'curved surfaces' and between 'at
surfaces' and 'faces' when describing three-dimensional objects
(CommunicaDng)
Sort familiar three-dimensional objects according to obvious features, eg 'All
these objects have curved surfaces' CCT
Select and name a familiar three-dimensional object from a descripDon of its
features, eg nd an object with six square faces
Recognise that three-dimensional objects look dierent from dierent vantage
points
IdenDfy cones, cubes, cylinders and prisms when drawn in dierent
orientaDons
Recognise familiar three-dimensional objects from pictures and photographs,
and in the environment

DemonstraDon School
THREE-DIMENSIONAL SPACE 2
MA!-14MG Sorts, describes, represents and recognises familiar three-dimensional objects, including
cones, cubes, cylinders, spheres and prisms
CONTENT T1 T2 T3 T4
Describe the features of three-dimensional objects (ACMMG043)

Use the terms 'at surface', 'curved surface', 'face', 'edge' and 'vertex'
appropriately when describing three-dimensional objects
Describe the number of at surfaces, curved surfaces, faces, edges and verDces
of three-dimensional objects using materials, pictures and acDons, eg 'A
cylinder has two at surfaces, one curved surface, no faces, no edges and no
verDces', 'This prism has 5 faces, 9 edges and 6 verDces' (CommunicaDng)
DisDnguish between objects, which are 'three-dimensional' (3D), and shapes,
which are 'two-dimensional' (2D), and describe the dierences informally, eg
'This is a two-dimensional shape because it is at'
Relate the terms 'two-dimensional' and 'three-dimensional' to their use in
everyday situaDons, eg a photograph is two-dimensional and a sculpture is
three-dimensional (CommunicaDng, Reasoning)
Recognise that at surfaces of three-dimensional objects are two-dimensional
shapes and name the shapes of these surfaces
Sort three-dimensional objects according to parDcular a\ributes, eg the shape
of the surfaces
Explain the a\ribute or mulDple a\ributes used when sorDng three-
dimensional objects (CommunicaDng, Reasoning)
Represent three-dimensional objects, including landmarks, by making simple
models or by drawing or painDng AHC
Choose a variety of materials to represent three-dimensional objects, including
digital technologies (CommunicaDng) ICT
Explain or demonstrate how a simple model was made (CommunicaDng,
Reasoning)

DemonstraDon School
TWO-DIMENSIONAL SPACE 1
MA!-15MG Manipulates, sorts, represents, describes and explores two-dimensional shapes, including
quadrilaterals, pentagons, hexagons and octagons
CONTENT T1 T2 T3 T4
Recognise and classify familiar two-dimensional shapes using obvious features (ACMMG022)

IdenDfy verDcal and horizontal lines in pictures and the environment and use
the terms 'verDcal' and 'horizontal' to describe such lines
Relate the terms 'verDcal' and 'horizontal' to 'portrait' and 'landscape' page
orientaDon, respecDvely, when using digital technologies (CommunicaDng)
IdenDfy parallel lines in pictures and the environment and use the term
'parallel' to describe such lines
Recognise that parallel lines can occur in orientaDons other than verDcal and
horizontal (Reasoning)
Give everyday examples of parallel lines, eg railway tracks (Reasoning)
Manipulate, compare and describe features of two-dimensional shapes,
including triangles, quadrilaterals, pentagons, hexagons and octagons
Describe features of two-dimensional shapes using the terms 'side' and
'vertex' (CommunicaDng)
Eort two-dimensional shapes by a given a\ribute, eg by the number of sides or
verDces
Explain the a\ribute used when sorDng two-dimensional shapes
IdenDfy and name two-dimensional shapes presented in dierent orientaDons
according to their number of sides, including using the terms 'triangle',
'quadrilateral', 'pentagon', 'hexagon' and 'octagon
Recognise that the name of a shape does not change when the shape changes
its orientaDon in space, eg a square turned on its vertex is sDll a square
Select a shape from a descripDon of its features (Reasoning)
Recognise that shapes with the same name may have sides of equal or
dierent lengths (Reasoning)
Recognise that rectangles and squares are quadrilaterals
IdenDfy and name shapes embedded in pictures, designs and the environment,
eg in Aboriginal art
Use computer drawing tools to outline shapes embedded in a digital picture or
design (CommunicaDng)

DemonstraDon School
TWO-DIMENSIONAL SPACE 2
MA!-15MG Manipulates, sorts, represents, describes and explores two-dimensional shapes, including
quadrilaterals, pentagons, hexagons and octagons
CONTENT T1 T2 T3 T4
Describe and draw two-dimensional shapes, with and without the use of digital technologies (ACMMG042)
Use the term 'two-dimensional' to describe plane (at) shapes
Make representaDons of two-dimensional shapes in dierent orientaDons
using concrete materials
Combine and split single shapes and arrangements of shapes to form new
shapes, eg create a hexagon from six triangles (CommunicaDng)
Draw and name two-dimensional shapes in dierent orientaDons, with and
without the use of digital technologies
Recognise that the name of a shape does not change if its size or orientaDon in
space is changed (Reasoning)
InvesMgate the eect of one-step slides and ips, with and without the use of digital technologies (ACMMG045)

IdenDfy a one-step slide or ip of a single shape and use the terms 'slide' and
'ip' to describe the movement of the shape
Perform a one-step slide or ip with a single shape
Recognise that sliding or ipping a shape does not change its size or features
(Reasoning)
Describe the result of a one-step slide or ip of a shape, eg 'When I ip the
shape, it is the same but backwards' (CommunicaDng)
Record the result of performing one-step slides and ips, with and without the
use of digital technologies
Copy and manipulate a shape using the computer funcDons for slide and ip
(CommunicaDng)
Make designs with line symmetry using paper-folding, pa\ern blocks, drawings
and painDngs
Recognise the connecDon between line symmetry and performing a ip
(Reasoning)
IdenMfy and describe half-turns and quarter-turns (ACMMG046)

IdenDfy full-, half- and quarter-turns of a single shape and use the terms 'turn',
'full-turn', 'half-turn' and 'quarter-turn' to describe the movement of the shape
IdenDfy and describe amounts of turn using the terms 'clockwise' and 'anD-
clockwise'
Perform full-, half- and quarter-turns with a single shape
Recognise that turning a shape does not change its size or features (Reasoning)
Describe the result of a turn of a shape, eg 'When the shape does a half-turn, it
is the same but upside-down' (CommunicaDng)
Record the result of performing full-, half- and quarter-turns of a shape, with
and without the use of digital technologies
Copy and manipulate a shape using the computer funcDon for turn
(CommunicaDng)
Determine the number of half-turns required for a full-turn and the number of
quarter-turns required for a full-turn
Connect the use of quarter- and half-turns to the turn of the minute hand on a
clock for for the passing of quarter- and half-hours (CommunicaDng,
Reasoning)

DemonstraDon School
POSITION 1
MA!-16MG Represents and describes the posiMons of objects in everyday situaMons and on maps

CONTENT T1 T2 T3 T4
Give and follow direcMons to familiar locaMons (ACMMG023)

Use the terms 'leX' and 'right' to describe the posiDons of objects in relaDon to
themselves and from the perspecDve of a person facing in the opposite
direcDon, eg 'The ball is on her leX'
Give and follow direcDons, including direcDons involving turns to the leX and
right, to move between familiar locaDons, eg within the classroom or school
Use amounts of turn (full and half) to describe direcDon (CommunicaDng)
Give and follow instrucDons to posiDon objects in models and drawings, eg
'Draw the bird between the two trees'
Give and follow simple direcDons using a diagram or descripDon
(CommunicaDng)
Describe the path from one locaDon to another on drawings
Use a diagram to give simple direcDons (CommunicaDng)
Create a path from one locaDon to another using computer soXware
(CommunicaDng)

DemonstraDon School
POSITION 2
MA!-16MG Represents and describes the posiMons of objects in everyday situaMons and on maps

CONTENT T1 T2 T3 T4
Interpret simple maps of familiar locaDons and idenDfy the relaDve posiDons of key features (ACMMG044)

Interpret simple maps by idenDfying objects in dierent locaDons, eg nd a
classroom on a school plan map

Describe the posiDons of objects in models, photographs and drawings

Give reasons when answering quesDons about the posiDons of objects

Make simple models from memory, photographs, drawings or descripDons, eg
students make a model of their classroom

Use knowledge of posiDons in real-world contexts to re-create models
(CommunicaDng)

Draw a sketch of a simple model

Use drawings to represent the posiDons of objects along a path


DemonstraDon School
MATHEMATICS
Statistics &
Probability
DemonstraDon School
DATA 1
MA!-17SP Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the
results

CONTENT T1 T2 T3 T4
Choose simple quesMons and gather responses (ACMSP262)

InvesDgate a ma\er of interest by choosing suitable quesDons to obtain
appropriate data
Gather data and track what has been counted by using concrete materials,
tally marks, words or symbols
Represent data with objects and drawings where one object or drawing represents one data value and describe the displays
(ACMSP263)

Uuse concrete materials or pictures of objects as symbols to create data
displays where one object or picture represents one data value (one-to-one
correspondence), eg use dierent-coloured blocks to represent dierent-
coloured cars
record a data display created from concrete materials or pictures of objects
(CommunicaDng)
Interpret informaDon presented in data displays where one object, picture or
drawing represents one data value, eg weather charts
Describe informaDon presented in simple data displays using comparaDve
language such as 'more than' and 'less than', eg 'There were more black cars
than red cars' (CommunicaDng, Reasoning)
Explain interpretaDons of informaDon presented in data displays, eg 'More
children like dogs because there are more dog pictures than cat
pictures' (CommunicaDng, Reasoning)
Write a simple sentence to describe data in a display, eg 'The most popular
fruit snack is an apple' (CommunicaDng)

DemonstraDon School
DATA 2
MA!-17SP Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the
results

CONTENT T1 T2 T3 T4
IdenMfy a quesMon of interest based on one categorical variable and gather data relevant to the quesMon (ACMSP048)

Pose suitable quesDons that will elicit categorical answers and gather the
data, eg 'Which school sport is the most popular with our class members?',
'How did each student in our class get to school today?'
Predict the likely responses within data to be collected (Reasoning)
Determine what data to gather in order to invesDgate a quesDon of interest,
eg colour, mode of transport, gender, type of animal, sport (Problem Solving)
Collect, check and classify data (ACMSP049)

Collect data on familiar topics through quesDoning, eg 'How many students
are in our class each day this week?'
Use tally marks to assist with data collecDon (CommunicaDng)
IdenDfy categories of data and use them to sort data, eg sort data collected
on a\endance by day of the week and into boys and girls present
Create displays of data using lists, tables and picture graphs and interpret them (ACMSP050)

Represent data in a picture graph using a baseline, equal spacing, same-sized
symbols and a key indicaDng one-to-one correspondence
IdenDfy misleading representaDons of data in a picture graph, eg where the
symbol used to represent one item is shown in dierent sizes or where
symbols are not equally spaced (Reasoning)
Use digital technologies to create picture graphs (CommunicaDng)
Display data using lists and tables
Use displays to communicate informaDon gathered in other learning areas,

eg data gathered in a unit on families or local places (CommunicaDng)
Interpret informaDon presented in lists, tables and picture graphs
Describe data displayed in simple tables and picture graphs found in books
and created by other students (CommunicaDng)
Record observaDons based on tables and picture graphs developed from
collected data

DemonstraDon School
CHANCE 1
MA!-18SP Recognises and describes the element of chance in everyday events

CONTENT T1 T2 T3 T4
IdenMfy outcomes of familiar events involving chance and describe them using everyday language, such as 'will happen', 'won't
happen' or 'might happen' (ACMSP024)

IdenDfy possible outcomes of familiar acDviDes and events, eg the acDviDes
that might happen if the class is asked to sit on the oor in a circle

Use everyday language to describe the possible outcomes of familiar
acDviDes and events, eg 'will happen', 'might happen', 'won't happen',
'probably


DemonstraDon School
CHANCE 2
MA!-18SP Recognises and describes the element of chance in everyday events

CONTENT T1 T2 T3 T4
IdenMfy pracMcal acMviMes and everyday events that involve chance (ACMSP047)

Recognise and describe the element of chance in familiar acDviDes and
events, eg 'I might play with my friend aXer school'

Predict what might occur during the next lesson or in the near future, eg
'How many people might come to your party?', 'How likely is it to rain if there
are no clouds in the sky?' (CommunicaDng, Reasoning)

Describe outcomes as 'likely' or 'unlikely' and idenMfy some events as 'certain' or 'impossible' (ACMSP047)

Describe possible outcomes in everyday acDviDes and events as being 'likely'
or 'unlikely' to happen
Compare familiar acDviDes and events and describe them as being 'likely' or
'unlikely' to happen

IdenDfy and disDnguish between 'possible' and 'impossible' events

Describe familiar events as being 'possible' or 'impossible', eg 'It is possible
that it will rain today', 'It is impossible to roll a standard six-sided die and get
a 7' (CommunicaDng)

IdenDfy and disDnguish between 'certain' and 'uncertain' events

Describe familiar situaDons as being certain or uncertain, eg 'It is uncertain
what the weather will be like tomorrow', 'It is certain that tomorrow is
Saturday' (CommunicaDng)


DemonstraDon School
HISTORY &
GEOGRAPHY

DemonstraDon School
THE PAST IN THE PRESENT
HT1-2 idenMes and describes signicant people, events, places and sites in the local community over Mme
HT1-3 describes the eects of changing technology on people's lives over Mme
HT1-4 demonstrates skills of historical inquiry and communicaMon
CONTENT T1 T2 T3 T4
The history of a signicant person, building, site or part of the natural environment in the local
Brainstorm what aspects of the past can be seen in the local area
IdenDfy a signicant person, building, site or part of the natural environment
in the local community and discuss what they reveal about the past and why
they are considered important
InvesDgate an aspect of local history
Develop a narraDve on their chosen aspect of local history which focuses on
the remains of the past
The importance today of an historical site of cultural or spiritual signicance; for example, a community building, a landmark, a
war memorial (ACHHK045)
IdenDfy an historical site or sites in the local community. Discuss their
signicance, why these sites have survived and the importance of preserving
them
Examine local or regional Aboriginal and Torres Strait Islander sites, eg local
naDonal parks
The impact of changing technology on people's lives (ACHHK046)
IdenDfy examples of changing technologies in their home or community
Discuss the similariDes and dierences of technology from the past through a
range of sources and sequence them over Dme
Use a range of communicaDon forms to explain how one example of changing
technology aected people's lives

DemonstraDon School
PRESENT AND PAST FAMILY LIFE
HT1-1 communicates an understanding of change and conMnuity in family life using appropriate
historical terms
HT1-4 demonstrates skills of historical inquiry and communicaMon
CONTENT T1 T2 T3 T4
Dierences and similariMes between students' daily lives and life during their parents' and grandparents' childhoods, including
family tradiMons, leisure Mme and communicaMons (ACHHK030)
Represent graphically the structure of their immediate family
Compare and contrast their immediate family with earlier families through
photographs and other sources, discussing similariDes and dierences
InvesDgate the roles of present family members and compare with the roles
of earlier generaDons using a range of sources
Discuss similariDes and dierences from generaDon to generaDon, eg family
celebraDons and tradiDons, leisure acDviDes and changes in technology/
communicaDons over Dme through a range of sources
Compare and contrast daily life with that of parents and grandparents at the
same age through stories or photographs and pose quesDons to ask parents/
grandparents
How the present, past and future are signied by terms indicaMng Mme such as 'a long Mme ago, 'then and now', 'now and then',
'old and new', 'tomorrow', as well as by dates and changes that may have personal signicance, such as birthdays, celebraMons
and seasons (ACHHK029)
Sequence days of the week, months and seasons of the year
IdenDfy days, holidays, events celebrated by students and their families and
discuss cultural dierences in days celebrated
Dene and use terms relaDng to Dme, sequencing objects or photographs
from the past, eg then and now, past and present, a long .me ago

DemonstraDon School
FEATURES OF PLACES
GE1-1 describes features of places and the connecDons people have with places
GE1-2 idenDes ways in which people interact with and care for places
GE1-3communicates geographical informaDon and uses geographical tools for inquiry
CONTENT T1 T2 T3 T4
Features of places
InvesDgate features of places and how they can be cared for, for example:
(ACHGK005)
DescripDon of the natural and human features of places
Discussion of the natural features of places idenDed in Aboriginal Dreaming
stories and/or Legends of the Torres Strait
ConsideraDon of how a place can be cared for eg a park, farm, beach,
bushland

Weather and seasons
InvesDgate the weather and seasons of places, for example: (ACHGK006)

DescripDon of the daily and seasonal weather pa\erns of a familiar place

Comparison of the daily and seasonal weather pa\erns of places
ExaminaDon of how dierent cultural groups, including Aboriginal or Torres
Strait Islander Peoples, describe weather, seasons or seasonal calendars
Discussion of how weather can aect places and acDviDes eg leisure, farming

How places are organised
InvesDgate acDviDes that occur within places, for example: (ACHGK007,
ACHGK008)

Discussion of why and how the spaces within places can be rearranged for
dierent purposes eg street fair, school hall
ExaminaDon of why various acDviDes in an area are located where they are
eg school, shops


DemonstraDon School
PEOPLE AND PLACES
GE1-1 describes features of places and the connecDons people have with places
GE1-2 idenDes ways in which people interact with and care for places
GE1-3communicates geographical informaDon and uses geographical tools for inquiry
CONTENT T1 T2 T3 T4
Australian places
InvesDgate places across a range of scales within Australia, for example:

(ACHGK010)

IdenDcaDon that places exist across a range of scales eg personal, local,
naDonal
Australian locaMon
InvesDgate Australias locaDon in the world, for example: (ACHGK009)

DescripDon of Australias locaDon in relaDon to the world eg conDnents,
oceans

Peoples connecMons to places
InvesDgate peoples connecDons and access to places, for example:
(ACHGK013)

Discussion of why people visit other places
IdenDcaDon of factors inuencing peoples accessibility to places eg distance
ExaminaDon of how technology has improved peoples access to places

Local and global connecMons
InvesDgate connecDons that people, including Aboriginal and Torres Strait
Islander Peoples, have to local and global places, for example: (ACHGK010,
ACHGK011, ACHGK012) AHC

Discussion of Aboriginal and Torres Strait Islander Peoples connecDons with
land, sea and animals of their place AHCEUIU

DescripDon of reasons people are connected to places in Australia and/or
countries across the world eg birthplace


DemonstraDon School

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ENGLISH

Crystal Pont| Mayeld West

Understand and apply knowledge of language forms and features

Develop and apply graphological, phonological, syntacMc and semanMc knowledge

Respond to, read and view texts

Understand and apply knowledge of language forms and features

Respond to and compose texts

Crystal Pont| Mayeld West

Develop and apply contextual knowledge

Understand and apply knowledge of language forms and features

Understand the use of vocabulary in everyday contexts as well as a

Respond to, and compose texts

Explain personal opinions orally using supporDng reasons, simple

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Understand and apply knowledge of language forms and features

Crystal Pont| Mayeld West

Understand and apply knowledge of language forms and features

Understand that simple connecDons can be made between ideas by using a

Recognise that dierent types of punctuaDon, including full stops, quesDon

Understand and apply knowledge of vocabulary

Respond to, and compose texts

Crystal Pont| Mayeld West

Understand and apply knowledge of language forms and features

Crystal Pont| Mayeld West

Count collecDons to 100 by parDDoning numbers using place value (ACMNA014)

ParDDon two-digit numbers in non-standard forms, eg 32 as 32 ones or 2

Crystal pont| Mayeld West

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Recognise and represent division as grouping into equal sets (ACMNA032)

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Display data using lists and tables

Use displays to communicate informaDon gathered in other learning areas,

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West

Crystal Pont| Mayeld West