Professional Documents
Culture Documents
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
(ACELY1662, ACELY1672)
CONTENT T1 T2 T3 T4
Develop and apply contextual knowledge
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
Respond to and compose texts
Write legibly and with growing uency using unjoined upper case and lower
case le\ers
(ACELY1663, ACELY1673)
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
(le\ers , words and sentences)
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
(le\ers , words and sentences)
Numbers
1 to 20 (numbers and words),
CounDng by 10s to 100 (numbers and words),
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
(le\ers , words and sentences)
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) Crystal pont| Mayeld West
Special le\er s (clockwise & anDclockwise) DemonstraDon School
(le\ers , words and sentences)
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
Develop and apply contextual knowledge
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
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
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)
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
Develop and apply contextual knowledge
Demonstrate growing awareness of how accurate spelling supports the
reader in understanding wri\en texts to read uently
CONTENT T1 T2 T3 T4
Listen to, recite and perform poems, chants, rhymes and songs, imitaDng
and invenDng sound pa\erns including alliteraDon and rhyme (ACELT1585)
CONTENT T1 T2 T3 T4
Develop and apply contextual knowledge
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
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
CONTENT T1 T2 T3 T4
Develop and apply contextual knowledge
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
CONTENT T1 T2 T3 T4
Develop and apply contextual knowledge
IdenDfy the audience of imaginaDve, informaDve and persuasive texts
(ACELY1668)
Discuss some of the dierent purposes for wri\en and visual text
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
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'
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
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
(CommunicaDng, Reasoning)
Explain or demonstrate how an answer was obtained for addiDon and
subtracDon problems
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
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
(CommunicaDng, Reasoning)
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'
Crystal pont| Mayeld West
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
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
(CommunicaDng, Reasoning)
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
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
(CommunicaDng, Problem Solving)
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)
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
(CommunicaDng, Reasoning)
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
(CommunicaDng, Reasoning)
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)
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)
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
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)
Explain the relaDonship between the size of a unit and the number of units
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
(CommunicaDng, Reasoning)
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
(CommunicaDng, Problem Solving)
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
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)
Explain the relaDonship between the size of a unit and the number of units
needed, eg more cups than ice cream containers will be needed to ll a bucket
(CommunicaDng, Reasoning)
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
(CommunicaDng, Problem Solving)
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
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
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
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
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
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
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
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)
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
(CommunicaDng, Reasoning)
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
(CommunicaDng, Reasoning)
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)
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)
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)
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
(CommunicaDng, Reasoning)
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
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)
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)
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
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
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)
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
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
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
CONTENT T1 T2 T3 T4
Australian places