Au C 197 Australian Report Writing Bank of Statements All Subjects Foundation To Year 6 Ver 25

Introduction
The tabs below show each area of learning and a page of general comments. Within each area of learning there are differentia
These can be used for assessing progress including end of year reports for parents and guardians.
The year bands have been provided to give an approximate guide. Comments can be chosen from any part of the bank of com
use a 'best-fit' assessment to determine the final level reported. The surrounding month bands can also be consulted when dec
Practitioners can use these statements to generate ideas or to copy and paste and then edit to personalise for individual childre
Enter a child's name and gender in the boxes below in order to correctly pre-populate and contextualise the statements.
To see all of the areas of learning, simply scroll along the tabs at the bottom. Each area of learning is also divided into its sub a
scroll bar across.
Child Name
Childname
Child Gender
Female
Please use tabs at the bottom of the sheet to navigate between different subjects.
General Personality Comments
Childname is a happy and enthusiastic member of our class.
Childname is a happy and popular member of our class.
Childname is an imaginative and creative member of our class.
Childname is a keen and confident member of our class.
Childname is a keen and enthusiastic member of our class.
Childname is a confident and independent member of our class.
Childname is a friendly and popular member of our class.
Childname is a happy and confident member of our class.
Childname is a conscientious and helpful member of our class.
Childname is a confident and enthusiastic member of our class.
Childname is a quiet and thoughtful member of our class.
Behaviour Comments
Childname tries her best and always follows the class/school rules.
Childname always follows the class/school rules and is a fantastic role model for her peers.
Childname enjoys school and her behaviour is always good.
Childname always listens carefully and follows instructions.
Childname usually listens carefully and follows instructions.
Childname usually follows the class/school rules, although occasionally needs reminders to focus on herself and what she i
Childname responds to praise and when following the class/school rules, is capable of achieving well.
Childname is learning to focus on herself and is learning what is appropriate and acceptable behaviour in different situation
Childname has worked hard with the learning mentors in school throughout the year to develop her self-esteem and confide
Friendships
Childname has many friends who she talks to and plays with.
Childname has a few close friends who she usually talks to and plays with.
Childname has one best friend who she usually talks to and plays with.
Childname often enjoys her own company and sometimes talks and plays with others.
Childname often enjoys her own company and sometimes plays alongside others.
Childname is learning how to be a good friend to others.
Working with Others

In a paired or group activity Childname always works sensibly with members of the class. She works cooperatively, shares
When working on a paired or group activity Childname usually works cooperatively with other members of the class.
When working on a paired or group activity Childname often needs reminding to work cooperatively.
With the support of an adult, Childname is able to work cooperatively with other members of the class in a paired or group a
Childname is learning how to work cooperatively with other members of the class in a paired or group activity.
Sharing Ideas and Contributing to Discussions

Childname always joins in with discussions and can explain her views clearly.
Childname is often keen to share her ideas in class discussions.
Childname enjoys answering questions and sharing her ideas with others.
Childname is often willing to share her opinion with confidence and often answers questions, particularly in [subject].
Childname often joins in with discussions and is beginning to explain her ideas with increasing confidence.
Childname enjoys class discussions and is sometimes keen to share her ideas.
Childname is sometimes willing to share her opinions with the class and occasionally answers questions.
Childname occasionally joins in with discussions and can explain her views clearly.
When feeling confident she knows the answer, Childname sometimes joins in with discussions and answers questions.
With the support of an adult, Childname sometimes joins in with discussions and shares her ideas.
Childname is keen to share her ideas with the class, although she often needs reminding to put her hand up and wait her tu
Next Year
It has been a pleasure to teach Childname and I hope her enthusiastic approach to learning continues in Year X.
I have enjoyed teaching Childname and I wish her luck in Year X.
I have enjoyed teaching Childname and she has a good sense of humour, which often makes me smile.
I have enjoyed teaching Childname this year and it has been lovely to watch her confidence grow.
I have enjoyed teaching Childname this year and it has been lovely to watch her independence grow.
I have enjoyed watching Childname grow this year and I hope she continues to develop her focus next year.
It has been lovely to see Childname enjoy her learning this year. I hope that she continues to apply her positive attitude in Y
It has been lovely to see the care Childname takes over her learning and I'm sure she will continue to do so next year.
I'm sure Childname's imagination and creativity will continue to inspire her learning in Year X.
I hope Childname continues to try to improve her behaviour next year.
I wish Childname every success in the future.

Childname is a thoughtful and supportive member of our class.
Childname is a friendly, creative and responsible member of our class.
Childname is a motivated and caring class member.
Childname is a vibrant and courteous student.
Childname is a kind and compassionate member of our class.
Childname has proven to be capable in all areas of learning and displays a genuine love of learning.
Childname is an inquisitive and polite class member.
Childname frequently displays a craving for facts when new concepts are being introduced.
Childname approaches activities with enthusiasm.
Childname has shown a genuine interest in all areas of his learning this semester.
Childname appreciates being provided with leadership opportunities.
Childname has confidence in her achievements and is eager to learn more.
Childname has been a delight to teach because of her sense of humour and beautiful manners.
Behaviour Comments
Childname is concentrating on developing her resilience and bouncing back when dealing with challenging social situations
Childname has worked hard to develop her resilience and respond appropriately to difficult situations.
Childname has been concentrating on making respectful and sensible decisions on the playground.
Childname has been focusing on displaying a positive attitude when dealing with challenging situations.
Childname has worked hard to develop her resilience skills.
A goal for Childname is to continue to work on regulating her emotions and to be mindful of her reactions to challenging situ
At home, Childname may like to practise completing mindfulness strategies that we have focused on in class.
Childname has improved her ability to regulate her emotions and respond respectfully to challenging situations.
Childname interactions on the playground are more thoughtful and respectful.
Childname is developing her ability to comprehend different points of view and take responsibility for her own actions.

Childname enjoys sharing her knowledge in pairs and small group settings.
Childname has tried hard to manage her impulsivity and appropriately contribute to class discussions.
Childname thoroughly enjoys sharing areas of interest with the class.
Childname enthusiastically contributes to group and class discussions.
Childname is an eager contributor to group and class discussions.
Childname is always a keen contributor to group discussions and is able to share her ideas on a range of topics.
Childname is able to communicate her ideas and shows respect for other students' ideas and opinions.
Childname has confidence in her achievements and enjoys sharing her quality work with the class.
Childname has been concentrating on listening and responding respectfully to her peers during whole class, group and pair
Childname is becoming more confident to share her ideas.
A goal for Childname is to practise projecting her voice when speaking or presenting to an audience.
Childname confidently and regularly shares areas of interest with her peers and enjoys contributing to class discussions.
Next Year / Semester

I wish Childname continued growth and success in__________.
I have thoroughly enjoyed teaching Childname and I wish her the very best next year.
Childname has been an absolute delight to teach.
I wish Childname continued success and growth next year.
Childname has been an absolute pleasure to teach and I wish her continued success in Year _.
I have thoroughly enjoyed teaching Childname and observing her progression this semester.
Childname should be proud of her achievements and I wish her all the very best for Year _.
I congratulate Childname on her accomplishments and wish her continued growth next year
Childname has been a delight to teach and I congratulate her on her accomplishments.
Childname has made great progress this semester and should be proud of her achievements.
It has been a pleasure to teach Childname and she should be very proud of her achievements
Childname has been a joy to teach and I have thoroughly enjoyed witnessing her progress this semester.
Fine Motor
Childname has been focusing on developing her fine motor skills.
Childname is working on refining her fine motor skills and hand-eye coordination.
A goal for Childname is to work on her finger/hand strength, finger dexterity and working left to right.
Childname is focusing on improving her pencil grip.
A goal for Childname is to practise correctly forming her letters and completing fine motor skill activities at home.
Childname continues to work on her fine motor and gross motor skills and letter formations in class.

Childname is a valuable member of the classroom.
Childname is a supportive and kind student who enjoys helping others.
Childname comes to class with a positive, can do attitude to all areas of her learning.
Childname has a happy personality that brings joy to our classroom.
Childname is tolerant and considerate of others.
Childname is courteous and well mannered.
Childname is able to talk through conflicts with peers.
Childname approaches all tasks in a positive fashion.
Childname approaches most tasks in a positive fashion.
Childname continues to try when the task is difficult.
Childname is always willing to help others in their learning in our classroom.
Childname has a positive self-concept and will give any learning a go. She will continue to try when the task seems difficult
Childname is willing to take risks in thier learning and understands that all attempts in learning are positive.
Childname accepts positions of responsibility and is always willing to help out around the classroom.
A goal for Childname is to continue to work on regulating her emotions and to be mindful of her reactions to challenging situ
Childname has improved her ability to regulate her emotions and responds respectfully to challenging situations.
Childname has made a terrific start at (enter school name). She has settled in to our class and has become a valuable mem
Behaviour Comments
This semester, Childname has made a big effort to choose a good learning position in the classroom.
This semester, Childname has been reminded to choose a good learning position in the classroom and not be distracted by
This semester, Childname has been reminded that it is not ok to distract others during learning time.
Childname works cooperatively with peers.
Childname follows school and classroom rules.
Childname
Childname works
sets without distracting others.
herself goals
Childname is in her learning
beginning and strives to achieve them.
to set
herself goals in her learning and working consistently to achieve them.
Childname always uses her time effectively during learning time.
Childname is beginning to use her time effectively during learning time.
Childname has to be reminded to use her time effectively during learning time.
Childname keeps her possessions in good order and ready to use.
Childname is beginning to keep her possessions in good order and ready to use.
Childname is her own person and she is not persuaded by peer pressure.

Childname has been a valued contributor of classroom discussions and is always willing to have a go.
Childname is beginning to contribute to our class share time and is becoming more confident to join the conversation.
Childname has enjoyed shared reading at the start of the day. She is an active listener to her partner.
Childname is beginning to enjoy shared reading at the start of the day. She has improved her listening skills when listening
Childname is an active listener and is able to move straight to her independant learning task.
Childname is becoming more confident to share her thoughts with the class this semester.
Childname is a condifent member of our classroom who likes to share her thinking with others.
Childname needs to be confident when contributing to class discussion. The next step in her learning is to begin to contribu
Next Year/Semester
I have enjoyed teaching Childname this year and wish her the very best for her future.
Childname should be very proud of the improvements in her learning this semester.
Childname has made a terrific amount of improvement in her reading this semester.
Childname has been able to make terrific learning decisions this year and I encourage her to continue to make these decisi
Childname decided that a learning goal for next year is to _____________and I look forward to hearing when she has achie
Childname decided that a learning goal for next semester is to _________ and I look forward to supporting her in her learni
Childname has been a terrific part of our classroom and I wish her the very best for her move to her new school.
Next semester, Childname is reminded to choose a good learning position and try her very best to not be distracted by othe
When on holidays Childname is reminded that she is not on holidays from reading. Don't forget to pick up a book these sch
I congratulate Childname on her accomplishments and wish her continued growth next year.
Childname has been a delight to teach and I congratulate her on her accomplishments.
It has been a pleasure to teach Childname and she should be very proud of her achievements.
Childname has been a joy to teach and I have thoroughly enjoyed witnessing her progress this semester.

Childname is a valuable member of the classroom.
Childname is a supportive and kind student who enjoys helping others.
Childname comes to class with a positive, can do attitude to all areas of her learning.
Childname has a happy personality that brings joy to our classroom.
Childname is tolerant and considerate of others.
Childname is courteous and well mannered.
Childname is able to talk through conflicts with peers.
Childname approaches all tasks in a positive fashion.
Childname approaches most tasks in a positive fashion.
Childname continues to try when the task is difficult.
Childname is always willing to help others in their learning in our classroom.
Childname has a postive self-concept and will give any learning a go. She will continue to try when the task seems difficult a
Childname is willing to take risks in her learning and understands that all attempts in learning are positive.
Childname accepts positions of responsibility and is always willing to help out around the classroom.
A goal for Childname, is to continue to work on regulating her emotions and to be mindful of her reactions to challenging sit
Childname has improved her ability to regulate her emotions and respond respectfully to challenging situations.
Childname has made a terrific start at (enter school name). She has settled in to our class and has become a valuable part
Childname has demonstrated excellent leadership skills this semester and is a wonderful (house/library/school/environment
Childname is beginning to show some excellent leadership skills at our school with younger students looking up to her.
Childname has been a terrific support to her prep buddy. She has made the transition to school for her buddy easier.
Behaviour Comments
This semester, Childname has made a big effort to choose a good learning position in the classroom.
This semester, Childname has been reminded to choose a good learning position in the classroom and not be distracted by
This semester, Childname has been reminded that it is not ok to distract others during learning time.
Childname works cooperatively with peers.
Childname follows school and classroom rules.
Childname works without distracting others.
Childname sets herself goals in her learning and strives to achieve them.
Childname is beginning to set herself goals in her learning and working consistently to achieve them.
Childname always uses her time effectively during learning time.
Childname is beginning to use her time effectively during learning time.
Childname has to be reminded to use her time effectively during learning time.
Childname keeps her possessions in good order and ready to use.
Childname is beginning to keep her possessions in good order and ready to use.
Childname is her own person and she is not persuaded by peer pressure.
Childname needs to remember to be her own person and not be persuaded by peer pressure.
Childname is now part of the senior school and needs to remember that the younger students are looking up to her.

Childname has been a valued contributor to classroom discussions and is always willing to have a go.
Childname is beginning to contribute to our class share time and is becoming more confident to join in the conversation.
Childname has enjoyed shared reading at the start of the day. She is an active listener to her partner.
Childname is beginning to enjoy shared reading at the start of the day. She has improved her listening skills when listening
Childname is an active listener and is able to move straight to her independent learning task.
Childname is becoming more confident to share her thoughts with the class this semester.
Childname is a confident member of our classroom who likes to share her thinking with others.
Childname needs to be confident when contributing to class discussion. The next step in her learning is to begin to contribu
Next Year / Semester

I have enjoyed teaching Childname this year and wish her the very best for her future.
Childname should be very proud of the improvements in her learning this semester.
Childname has made a terrific amount of improvement in her reading this semester.
Childname has been able to make terrific learning decisions this year and I encourage her to continue to make these decisi
Childname decided that a learning goal for next year is_____________and I look forward to hearing when she has achieve
Childname decided that a learning goal for next semester is _____ and I look forward to supporting her in her learning to ac
Childname has been a terrific part of our classroom and I wish her the very best for her move to her new school.
Next semester, Childname is reminded to choose a good learning position and try her very best to not be distracted by othe
When on holidays Childname is reminded that she is not on holidays from reading. Don't forget to pick up a book these sch
GENERAL COMMENTS
Learning Behaviours
Being Reflective
As Childname's confidence grows we hope she will be able to talk about her work with growing independence.
Childname is much more aware of the importance of making changes to her work and with help can sometimes begin to think about the next steps she needs to take.
With help Childname is able to talk about her work and is beginning to think about what she has done well and what she needs to do next.
Childname deals positively with praise but can sometimes get frustrated with setbacks as she takes a great deal of pride in her work and likes it to be perfect. This said, she is beginning to
will hopefully help him to speed up and finish more of her work.
Childname now reviews her own work independently and can identify what she has done well.
Childname is beginning to learn how to set her own targets based on next steps in her learning.
Childname sometimes gets frustrated with setbacks as her desire to succeed is so great.
Childname confidently tells someone if she has problems doing her work and always listens to feedback, which will take her learning further.
Having Good Relationships

Childname will work with others when asked. She is always kind and sensitive and knows that some people may think differently to her.
Childname is happy to take responsibility for jobs she has been asked to do and carries them out in a mature manner.
Childname listens attentively during whole class discussions and to her peers.
Childname listens well to others and knows that some people think differently to her.
Childname has begun to offer more of her thoughts and opinions and as she moves into the next year group I hope this will continue.
Childname is becoming aware of changing her behaviour to suit different roles or tasks.
Childname loves sharing her experiences with her peers about what she has been doing outside of school.
Childname is kind, caring and sensitive to the feelings of others.
Childname listens well to others and knows that some people think differently to her.
Childname works very well with others and can change her behaviour to suit different roles and situations.
Childname is able to give constructive support to others and she recognises similarities between herself and other people.
Childname is getting better at listening to others and can recognise the feelings and behaviours of others.
Childname is a popular member of our class and has many friends.
Being Resilient
Childname is trying much harder to complete her work independently, which is great to see. She is much more focused on tasks particularly those which interest her as she likes to get her
With adult support, Childname is beginning to be more aware of her achievements and manages distractions well.
Childname works well for rewards and responds very well to timed activities.
Childname is able to keep focussed on tasks which interest her most of the time and she will carry out activities when asked.
Childname is able to manage distractions well and listens attentively during whole class situations.
Childname always works well whether for rewards or not.
Childname uses the resources she has been given to complete a task with independence and confidence, showing great perseverance.
Childname has learnt to manage any distractions to enable her to complete tasks to the best of her ability.
Being Resourceful
Childname loves to find out about why things happen and how things work.
Childname has been raising her hand more to ask or answer questions.
Childname organises information in ways suggested by the teacher and enjoys experimenting with different resources and materials.
Childname can answer relevant questions about why things happen and how things work with imaginative ideas.
Childname will try alternative or different approaches if they are suggested, she responds to ideas, tasks and problems and makes links between ideas.
Childname answers different types of questions often with imaginative ideas.
Taking Risks
Childname likes tasks to be achievable in a short space of time, but is completing much more work now, which is great. It shows the effort she has been putting into her work.
Childname knows that it is not a bad thing to get an answer wrong and is more willing to put her ideas forward in a small group situation.
Childname's confidence is developing, which is really pleasing to see. She is trying much harder to cope with situations which in the past she has found quite worrying. This is a credit to th
Childname is happy to share her ideas when working in a small group and it would be nice to see this develop further into whole class discussions.
Although Childname likes activities to be achievable in a short space of time she also shows great perseverance to complete more difficult or complicated tasks.
F-2
Learning Behaviours
Being Reflective
Childname is a very capable student who achieves well when she is motivated and focused on the task at hand.
Childname achieves pleasing results when she is focused on the task at hand.
Childname has worked hard to effectively manage her time and complete tasks in a timely manner.
A goal for Childname is to concentrate on developing her time management skills, allowing her to consistently produce the level of work of which she is capable of.
When motivated and focused, Childname is capable of producing pleasing work.
Childname always approaches her work with enthusiasm and is concentrating on completing her work within a set time.
Childname is concentrating on carefully presenting her work.
Childname continues to focus on taking more care in the presentation of her work.
Childname has had success when concentrating on improving her perseverance and time management skills.
Childname is focusing on developing her perseverance, organisational and time management skills.

Childname displays empathy and is compassionate towards members of her class.
Childname is always eager to assist her peers.
Childname actively helps others, which is a trait appreciated by her class members.
Childname demonstrates a positive attitude towards her peers and provides encouragement.
Childname consistently goes out of her way to include others during group work.
Childname applies suitable social skills when working with other students.
Being Resilient
Childname should be commended for working on displaying a persistent and positive attitude towards her education.
Childname displays a positive and responsible attitude to all aspects of her learning.
Childname has persisted with tasks and should be proud of the achievements she has made.
Childname approaches all activities with enthusiasm and produces quality work when focused on the task at hand.
Childname consistently displays a positive attitude towards her learning.
Childname has tried really hard this semester to display a persistent and positive attitude towards her learning.
Childname is developing more independence through persisting and displaying a positive attitude towards her learning.
Childname has developed more independence and success through persisting and displaying a positive attitude towards her learning.
Being Resourceful
Childname has worked hard to ignore distractions, persist with tasks and organise herself when beginning new tasks.
Childname is proud of her achievements and is ready and eager to learn more.
A goal for Childname is to seek assistance from her teacher and peers when she is unsure of a task.
Childname seeks assistance when required and is beginning to apply a persistent and positive attitude towards all areas of her education.
Taking Risks
Childname tries hard to tackle challenges that she encounters.
Childname takes age appropriate risks when attempting to solve problems.
Childname learns through independently investigating the learning environment and adapts accordingly.
Childname takes risks and experiments with new strategies to solve challenges.
Childname attempts to master new skills by trial and error.
Childname evaluates problems and persists when faced with challenges outside her comfort zone.
Childname is confident to attempt previous concepts even if she has experienced difficulty in the past.
Year 3 - 6
Learning Behaviours
Being Reflective
Childname can be a very capable student when she sets her mind to it. Childname can become very distracted leading her to be unfocused on the task at hand.
Childname is a very capable student who achieves well when she is motivated and focused on the task at hand.
Childname is an extremely capable student who always achieves well and remains motivated and focused on the task at hand.
Childname is beginning to achieve pleasing results when she is focused on the task at hand.
Childname achieves pleasing results when she is focused on the task at hand.
Childname continues to achieve excellent results and she is focused on the task at hand.
Childname has worked hard to effectively manage her time and she completes tasks in a timely manner.
Childname is able to effectively manage her time and complete tasks to a high standard in a timely manner.
A goal for Childname is to concentrate on developing her time management skills, allowing Childname to consistently produce the level of work of which she is capable.
A goal for Childname this semester was to concentrate on developing her time management skills. Keeping this goal in mind has allowed Childname to consistently produce an excellent st
When motivated and focused, Childname is capable of producing pleasing work.
Childname is a motivated and focused student who is able to produce an excellent standard of work.
Childname always approaches her work with enthusiasm and is concentrating on completing her work within a set time.
Childname is beginning to approach her work with enthusiasm and is concentrating on completing her work within a set time.
Childname is concentrating on carefully presenting her work.
This semester, Childname had a goal to slow down her learning to be able to carefully present her work. Childname was able to achieve that goal with very pleasing results.
Childname continues to focus on taking more care in the presentation of her work.
Childname always takes great pride and care in the presentation of her work.
Childname has had success when concentrating on improving her perseverance and time management skills.
Childname is reminded on a daily basis to concentrate on improving her perseverance and time management skills. Childname currently runs out of time to complete a task or will give up w
Childname is focusing on developing her perseverance, organisational and time management skills.

Childname is a valuable part of our classroom. In class, she displays empathy and is compassionate towards members of her class.
Childname displays empathy and is compassionate towards members of her class.
Childname is always eager to assist her peers.
Childname is sometimes reluctant to assist her peers. When working together in a group she will isolate herself from the group.
Childname actively helps others, which is a trait appreciated by her class members.
Childname interacts effectively with others during pair and small group activities. When working in a larger group, Childname finds this challenging.
Childname interacts effectively with others during pair and small group activities.
Childname demonstrates a positive attitude towards her peers and provides encouragement.
Childname consistently goes out of her way to include others during group work.
Childname applies suitable social skills when working with other students.
Being Resilient
Childname is commended for working on displaying a persistent and positive attitude towards all areas of her education.
Childname has persisted with tasks and should be proud of the achievements she has made in her learning this semester.
Childname approaches all activities with enthusiasm and produces quality work when focused on the task at hand.
Childname consistently displays a positive attitude towards her learning.
Childname has tried really hard this semester to display a persistent and positive attitude towards her learning.
Childname is developing more independence through persisting and displaying a positive attitude towards her learning.
Childname has developed more independence and success through persisting and displaying a positive attitude towards her learning.
Being Resourceful
Childname has worked hard to ignore distractions, persist with tasks and organise herself when beginning new tasks.
Childname always chooses a great learning space in the classroom. She ignores all distractions, persists with tasks that are challenging and organises herself when beginning new tasks.
Childname is proud of her achievements and is ready and eager to learn more.
A goal for Childname is to seek assistance from the teacher and trusted peers when unsure of a task.
Childname seeks assistance when required and is beginning to apply a persistent and positive attitude towards all areas of her education.
Taking Risks
Childname tries hard to tackle challenges that she encounters.
Childname always tries hard to tackle all challenges that she encounters in a positive manner.
Childname takes some risks when attempting to solve problems.
Childname takes risks when attempting to solve problems knowing that mistakes in learning can help her to become a better learner.
Childname learns through independently investigating the learning environment and adapts accordingly.
Childname learns through independently investigating the learning environment and using the resources available to help her learning.
Childname takes risks and experiments with new strategies to solve challenges.
Childname attempts to master new skills by trial and error.
Childname attempts to master new skills by using trial and error to improve her learning. Childname encourages others to also use trial and error in their learning.
Childname is beginning to evaluate problems and has been working on her persistence when faced with challenges outside her comfort zone.
Childname evaluates problems and persists when faced with challenges outside her comfort zone.
Childname is confident to attempt previous concepts even if she has experienced difficulty in the past.
Childname is sometimes confident when attempting previous concepts even if she has experienced difficulty in the past.
G
Growth Mindset
Embracing Challenges
Childname enthusiastically embraces new learning experiences and relishes a challenge.
Childname demonstrates increasing confidence in new and unfamiliar situations and faces most challenges with a positive
Childname is developing her confidence in unfamiliar situations but still needs support when faced with a challenge.
Persisting in the Face of Setbacks

Childname is not deterred by setbacks and learns lessons from her mistakes.
Childname is developing her resilience and understands that she can learn from her mistakes.
Childname finds it difficult to overcome setbacks and needs to recognise that she can learn from her mistakes.
Seeing Effort as a Path to Mastery

Childname understands that hard work leads to success. She has a positive attitude towards her learning and believes that
Childname is beginning to understand that hard work leads to success. She has a positive attitude and is taking increased o
Childname struggles to motivate herself and needs ongoing encouragement. She needs to become more positive in her ap
Learning from Criticism

Childname is a reflective learner who thoughtfully considers both positive and negative feedback. She understands that crit
Childname is a reflective learner who usually takes onboard both positive and negative feedback to help her improve. She i
Childname is beginning to take feedback onboard to help her improve but she does struggle not to take criticism personally
Finding Lessons and Inspiration in the Successes of Others

Childname always celebrates the achievements of others and supports her peers on their learning journeys. She understan
Childname often supports her peers and celebrates their achievements. She takes increased responsibility for her own lear
Childname will sometimes support her peers and celebrate their achievements. However, she often compares herself to oth
Childname will often celebrate the achievements of her peers but struggles to support them in their learning. She often com
Growth Mindset
Childname has been working on growing her mindset and seeing what she can achieve when she diligently applies her min
Childname ensures that she learns from her mistakes and enthusiastically approaches new tasks.
Childname consistently demonstrates a diligent work ethic and believes that she can always improve her work.
Childname understands that her attitude towards challenges and the effort that she puts in will assist her to achieve.

A goal for Childname is to continue to grow her mindset by persisting with tasks that initially seem hard.
Childname displays a positive attitude and understands that mistakes help her to learn and improve.
Childname remains persistent and tries different strategies when faced with setbacks.
Childname tackles challenges when faced with adversity in her learning.
When Childname makes a mistake she knows that she will learn from it and with effort she will get better at successfully com

A goal for Childname is to be mindful of her learning goals when approaching new tasks.
Childname takes the initiative to learn how to do things that she is unsure of by asking for assistance from her teacher and
Childname understands that in order to succeed it will require effort and take some time.
Childname understands the power of 'yet' and when she finds learning challenging, she believes that she will be able to suc

Childname listens carefully to descriptive feedback and works towards learning goals.
Childname positively responds to feedback and works towards her learning goals.
Childname has started taking action when presented with learning goals and working independently.
Childname reflects on her progress and thinks about what she can do to improve.

Childname celebrates the successes of others and learns from the processes and strategies that were used.
Childname is inspired by the achievements of her peers and is eager to aim high.
Childname believes that she is a highly capable student who can learn and achieve whatever she wants to.
Growth Mindset
Childname has been working on growing her mindset and seeing what Childname can achieve when she diligently applies
Childname is able to identify the difference between a fixed and a growth mindset. She has been working on growing her m
Childname is beginning to demonstrate that she can learn from her mistakes, however does not always approach a task en
Childname understands that she can learn from her mistakes, however does not always approach a task enthusiastically.
Childname is beginning to demonstrate a consistent work ethic and understands that she can always improve her work.
Childname consistently demonstrates a consistent work ethic and believes that she can always learn more on a subject.
Childname understands that her attitude towards challenges and the effort that she puts in will assist her to achieve learning
Childname understands that improving her attitude towards challenges and a positive effort towards her learning will help h

A goal for Childname is to continue to grow her mindset by persisting with tasks that initially seem hard.
Childname displays a positive attitude and understands that mistakes help her to learn and improve.
Childname displays a positive attitude and understands that when pushed in her learning, she will do amazing work.
Childname remains persistent and tries different strategies when faced with setbacks.
Childname is beginning to understand how to be persistent and that even if learning appears to be challenging, it can be re
Childname remains persistent and understands that learning may be challenging, but rewarding.
When Childname makes a mistake she knows that she will learn from it and with effort her learning will continue.
When Childname makes a mistake she knows that she will learn from it and with effort she will get better at successfully com
When Childname makes a mistake she knows that she will learn from it and that this is an important part of her learning.
Childname understands the 'Power of Yet' and that if she doesn't know how to move forward it's something she doesn't kno

A goal for Childname is to be mindful of her learning goals when approaching new tasks.
A goal for Childname is to begin to set herself achievable learning goals and begin to be mindful of her learning goals when
Childname is always mindful of her learning goals when approaching new tasks and tries hard to achieve success in her lea
Childname takes the initiative to learn how to do things that she is unsure of by asking for assistance from her teacher and
Childname takes the initiative to learn how to do things that she is unsure of by researching a subject. When asked, Childna
Childname understands that in order to succeed it will require effort and take some time. When Childname is able to achiev
Childname understands that in order to succeed it will require effort and take some time.
Childname understands the power of 'yet' and when she finds learning challenging, she believes that she will be able to suc
Childname is beginning to understand the power of 'yet' and when she finds learning challenging, she is reminded that she

Childname listens carefully to descriptive feedback and works towards her learning goals.
Childname listens carefully to descriptive feedback and is able to take on board constructive criticism.
Childname positively responds to feedback and works towards her learning goals.
Childname is beginning to respond to feedback and works towards her learning goals.
Childname has started taking action when presented with learning goals and working independently.
Childname is able to take action when presented with learning goals and working independently. She is able to help others
Childname reflects on her progress and thinks about what she can do to improve.
Childname reflects on her progress and thinks about what she can do to improve. Childname understands that mistakes are

Childname celebrates the successes of others and learns from the processes and strategies that were used.
Childname celebrates the successes of others and is able to understand that others might approach tasks differently to her.
Childname is inspired by the achievements of her peers and is eager to aim high.
Childname is inspired by the achievements of her peers and aims high to inspire others with their learning.
Childname believes that she is a highly capable student who can learn and achieve whatever she sets her powerful mind to
Childname is a highly capable student who can learn and achieve whatever she sets her powerful mind to. Childname is alw
Literacy - Parent Friendly Comments
At home, Childname could play games that focus on consolidating her knowledge of vowels, in particular short ‘a’ and short
Childname often finds it difficult to form letters when trying to apply sight words to her writing. A challenge for Childname is
relationships and sight words.
A challenge for Childname is to consolidate and apply her sound knowledge to her writing. she is ready to practise playing g
A challenge for Childname is to consolidate and further develop her sound/letter and sight word knowledge. At home, she m
A challenge for Childname is to consolidate and further develop her sound/letter and sight word knowledge. At home, she m
At home, a goal for Childname is to practise playing games that focus on developing her sound knowledge and apply her sk
Forming Sentences and Correctly Punctuating

A next step for Childname is to practise forming clear simple sentences with clear punctuation. At home, she could practise
In writing, Childname is beginning to independently write and seek assistance from her peers and teacher when required. A
A challenge for Childname is to practise self-editing her work to check for omitted words, uppercase ‘I’ and missed punctua
A next step for Childname is to apply self-editing techniques to her writing and elaborate on her written content. At home, sh
A next step for Childname is to practise using a capital letter and full stop when forming simple and compound sentences. A
A challenge for Childname is to transfer her bank of sight words to writing tasks. At home, she could practise using known s
A next step for Childname is to concentrate on being a focused writer and practise forming simple sentences using known s
changing a word, e.g. My cat drinks water. My cat drinks milk.
Applying Sight Words

A next step for Childname is to practise applying her knowledge of sight words to her writing. At home, she may like to choo
Childname is working on rereading her sentences to check for correct tense, omitted words and punctuation. At home, she
A challenge for Childname is to transfer her sight word and sound knowledge to her writing. At home, she may like to form s
A next step for Childname is to extend her learning through consistently applying known sight words when writing left to righ
Maths - Parent Friendly Comments

Number Recognition
Childname is ready to consolidate her 2-digit knowledge and practise recognising teen numbers. At home, she could play g
A next step for Childname is to develop her knowledge of place value and practise counting forwards and backwards from a
Childname often becomes confused when matching and ordering numbers in the range of 10-20. A next step for her is to pr
numerals with quantities.
Childname is ready to practise ordering numbers to 20 and counting forwards and backwards in the range of 1-20. She may
A challenge for Childname is to order numerals and quantities up to 20. At home, She could practise writing number sequen
Place Value
A challenge for Childname is to develop her understanding of place value to 30. At home, she may like to practise writing fo
A next step for Childname is to extend her comprehension of 2-digit place value and practise representing 2-digits number u
A next challenge for Childname is to consolidate her understanding of place value by practising representing 2-digit number
Addition and Subtraction

A next step for Childname is to use a range of mental strategies to solve addition and subtraction problems. At home, she m
solving subtraction problems.
A next step for Childname is to practise using manipulatives and her fingers to solve simple subtraction problems. At home,
A next step for Childname is to develop her use of mental strategies to solve more complex addition problems. She may like
A challenge for Childname is to consolidate her place value understanding and practise solving addition and subtraction pro
A next step for Childname is to practise using mental strategies to solve addition problems. At home, she could practise usi
A challenge for Childname is to consolidate her understanding of subtraction. She could practise using her toys at home to
Patterns
A next step for Childname is to consolidate his understanding of patterns. She could practise using colours or objects to for
Geometry - Shapes
A next step for Childname is to recognise and name 3D shapes in her environment.
A challenge for Childname is to consolidate her 3D understandings by identifying cylinders and spheres in her environment
A next step for Childname is to consolidate her knowledge of features of 2D shapes. She may like to practise identifying he
Foundation Year One Year Two Year Three Year Four Year Five Year Six
By the end of Year 3, students understand how content can be organised using different
By the end of the Foundation year, students use predicting and questioning strategies to By the end of Year 2, students understand how similar texts share characteristics by text structures depending on the purpose of the text. They understand how language
make meaning from texts. They recall one or two events from texts with familiar topics. identifying text structures and language features used to describe characters and events, features, images and vocabulary choices are used for different effects.
By the end of Year 5, students explain how text structures assist in understanding the text.
They understand that there are different types of texts and that these can have similar or to communicate factual information.
By the end of Year 4, students understand that texts have different text structures depending They understand how language features, images and vocabulary influence interpretations of By the end of Year 6, students understand how the use of text structures can achieve
characteristics. They identify connections between texts and their personal experience. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a They read texts that contain varied sentence structures, a range of punctuation
on purpose and context. They explain how language features, images and vocabulary are characters, settings and events. particular effects. They analyse and explain how language features, images and vocabulary
They read short, decodable and predictable texts with familiar vocabulary and supportive significant number of high frequency sight words and images that provide extra conventions, and images that provide extra information. They use phonics and word
used to engage the interest of audiences. They describe literal and implied meaning are used by different authors to represent ideas, characters and events.
images, drawing on their developing knowledge of concepts of print, sounds and letters information. They monitor meaning and self-correct using knowledge of phonics, syntax, knowledge to fluently read more complex words. They identify literal and implied meaning
connecting ideas in different texts. When reading, they encounter and decode unfamiliar words using phonic, grammatical,
Achievement Standard
and decoding and self-monitoring strategies. They recognise the letters of the English punctuation, semantics and context. They use knowledge of a wide variety of letter-sound connecting ideas in different parts of a text. They select information, ideas and events in
semantic and contextual knowledge. They analyse and explain literal and implied information Students compare and analyse information in different and complex texts, explaining literal
alphabet, in upper and lower case and know and use the most common sounds relationships to read words of one or more syllables with fluency. They identify literal and texts that relate to their own lives and to other texts. They listen to others’ views and
By the end of Year 1, students understand the different purposes of texts. They make They fluently read texts that include varied sentence structures, unfamiliar vocabulary from a variety of texts. They describe how events, characters and settings in texts are and implied meaning. They select and use evidence from a text to explain their response to it.
represented by most letters. They read high-frequency words and blend sounds orally to implied meaning, main ideas and supporting detail. Students make connections between respond appropriately using interaction skills.
connections to personal experience when explaining characters and main events in short including multisyllabic words. They express preferences for particular types of texts, and depicted and explain their own responses to them. They listen and ask questions to clarify They listen to discussions, clarifying content and challenging others’ ideas.
read consonant-vowel-consonant words. They use appropriate interaction skills to listen texts by comparing content. They listen for particular purposes. They listen for and
texts. They identify that texts serve different purposes and that this affects how they are respond to others’ viewpoints. They listen for and share key points in discussions. content.
and respond to others in a familiar environment. They listen for rhyme, letter patterns and manipulate sound combinations and rhythmic sound patterns.
organised. They describe characters, settings and events in different types of literature. Students understand how language features and language patterns can be used for
sounds in words. Students understand how language features are used to link and sequence ideas. They
Students read aloud, with developing fluency. They read short texts with some unfamiliar Students use language features to create coherence and add detail to their texts. They Students use language features to show how ideas can be extended. They develop and emphasis. They show how specific details can be used to support a point of view. They
When discussing their ideas and experiences, students use everyday language features understand how language can be used to express feelings and opinions on topics. Their
vocabulary, simple and compound sentences and supportive images. When reading, they understand how to express an opinion based on information in a text. They create texts that explain a point of view about a text, selecting information, ideas and images from a range of explain how their choices of language features and images are used.
Students understand that their texts can reflect their own experiences. They identify and and topic-specific vocabulary. They explain their preferences for aspects of texts using texts include writing and images to express and develop, in some detail, experiences,
use knowledge of the relationship between sounds and letters, high-frequency words, show understanding of how images and detail can be used to extend key ideas. resources.
describe likes and dislikes about familiar texts, objects, characters and events. other texts as comparisons. They create texts that show how images support the meaning events, information, ideas and characters.
sentence boundary punctuation and directionality to make meaning. They recall key ideas Students create detailed texts elaborating on key ideas for a range of purposes and
In informal group and whole class settings, students communicate clearly. They retell of the text.
and recognise literal and implied meaning in texts. They listen to others when taking part Students create structured texts to explain ideas for different audiences. They make Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions,
events and experiences with peers and known adults. They identify and use rhyme, and Students create texts, drawing on their own experiences, their imagination and information Students create a range of texts for familiar and unfamiliar audiences. They contribute
in conversations, using appropriate language features and interaction skills. presentations and contribute actively to class and group discussions, varying language audiences. They make presentations, which include multimodal elements for defined using a variety of strategies for effect. They demonstrate an understanding of grammar, and
orally blend and segment sounds in words. When writing, students use familiar words and they have learnt. They use a variety of strategies to engage in group and class actively to class and group discussions, asking questions, providing useful feedback and
according to context. They demonstrate understanding of grammar, select vocabulary from a purposes. They contribute actively to class and group discussions, taking into account other make considered vocabulary choices to enhance cohesion and structure in their writing. They
phrases and images to convey ideas. Their writing shows evidence of letter and sound discussions and make presentations. They accurately spell words with regular spelling making presentations. They demonstrate understanding of grammar and choose
Students understand how characters in texts are developed and give reasons for personal range of resources and use accurate spelling and punctuation, re-reading and editing their perspectives. When writing, they demonstrate understanding of grammar using a variety of use accurate spelling and punctuation for clarity and make and explain editorial choices based
knowledge, beginning writing behaviours and experimentation with capital letters and full patterns and spell words with less common long vowel patterns. They use punctuation vocabulary and punctuation appropriate to the purpose and context of their writing. They
preferences. They create texts that show understanding of the connection between work to improve meaning. sentence types. They select specific vocabulary and use accurate spelling and punctuation. on criteria.
stops. They correctly form known upper-and-lower-case letters. accurately, and write words and sentences legibly using unjoined upper and lower case use knowledge of letter-sound relationships including consonant and vowel clusters and
writing, speech and images. They edit their work for cohesive structure and meaning.
letters. high-frequency words to spell words accurately. They re-read and edit their writing,
They create short texts for a small range of purposes. They interact in pairs, groups and checking their work for appropriate vocabulary, structure and meaning. They write using
class discussions, taking turns when responding. They make short presentations on joined letters that are accurately formed and consistent in size.
familiar topics. When writing, students provide details about ideas or events and details
about the participants in those events. They accurately spell high-frequency words and
words with regular spelling patterns. They use capital letters and full stops and form all
upper and lower case letters correctly.
that many people may use sign systems to communicate with
Understand that spoken, visual and written forms of language
social dialects used in Australia, and that while it originated in

Understand that English is one of many languages spoken in
communication systems, different oral traditions and different
Understand that the pronunciation, spelling and meanings of

communication to cater to different needs and purposes and
Understand that different social and geographical dialects or

are different modes of communication with different features
Understand that Standard Australian English is one of many

Understand that languages have different written and visual
Childname is able to identify two or more languages other than Australian Standard Childname understands that spoken language is only one method of communication and Childname understands that there are many forms of communication, including written, Childname confidently understands that languages have different written and visual Childname has a clear understanding that Standard Australian English is one of many social Childname has a thorough knowledge of word origins, which assists in her vocabulary and Childname has a strong cultural awareness and understands that different dialects and
words have histories and change over time (ACELA1500)

England it has been influenced by many other languages
Australia and that different languages may be spoken by
purpose, context and cultural background (ACELA1460)

English. that people may use other methods to communicate, for example AUSLAN. spoken and visual language. communication systems. dialects in Australia. spelling. accents contribute to Standard Australian English.
accents are used in Australia in addition to Standard

family, classmates and community (ACELA1426)
High
High
High
High
High
High
High
Understand that people use different systems of
and their use varies according to the audience,
ways of constructing meaning (ACELA1475)

Childname appreciates that there are more than 150 Aboriginal Australian languages and two
Language Variation and Change
Language Variation and Change
Language variation and change

Childname understands that language use varies according to the audience, purpose and Childname confidently understands that languages have different oral traditions and Childname understands that while Standard Australian English originated in England it has Childname has a thorough understanding that the pronunciation and spelling of words have
Childname understands that people speak a range of languages. Torres Strait Islander Peoples languages and that these languages relate to different
context of communication. different ways of constructing meaning. been influenced by many other languages. changed over time.
Australian English (ACELA1515)

geographical locations.
others (ACELA1443)
Childname is beginning to understand that spoken language is only one method of
Childname is able to recognise differences between Standard Australian English and one Childname understands that written, spoken and visual language are forms of Childname understands that languages have different written and visual communication Childname is developing an understanding that Standard Australian English is one of many Childname has a sound knowledge of word origins, which assists in her vocabulary and Childname understands that different dialects and accents contribute to Standard Australian
communication and that people may use other methods to communicate, for example
(ACELA1487)
other language. communication. systems. social dialects in Australia. spelling. English and these can relate to social and geographical elements.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
AUSLAN.
Childname is building her awareness that there are 150 Aboriginal Australian languages and
Childname is developing an understanding that language use varies according to the Childname understands that languages have different oral traditions and different ways of Childname is developing an understanding that while Standard Australian English originated Childname has a sound understanding that the pronunciation and spelling of words have
Childname understands that people speak a range of languages. two Torres Strait Islander Peoples languages and that these languages relate to different
audience, purpose and context of communication. constructing meaning. in England it has been influenced by many other languages. changed over time.
geographical locations.
Childname is beginning to recognise the difference between Standard Australian English Childname is beginning to understand that spoken language is one method of Childname is beginning to understand that written, spoken and visual language are forms Childname is developing an understanding that languages have different written and With support, Childname is developing an understanding that Standard Australian English is Childname is beginning to build her knowledge of word origins to assist her vocabulary and Childname is beginning to understand that different dialects and accents contribute to
and languages spoken at home. communication. of communication. visual communication systems. one of many social dialects in Australia. spelling. Standard Australian English.
Low
Low
Low
Low
Low
Low
Low
Childname is developing her understanding that there are many Aboriginal and Torres Strait
Childname is developing an understanding that language use varies according to the Childname is developing an understanding that languages have different oral traditions With support, Childname is developing an understanding that while Standard Australian Childname is developing her understanding that the pronunciation and spelling of words have
Childname is beginning to understand that people speak a range of languages. Islander Peoples languages and that these languages relate to different geographical
audience of communication. and different ways of constructing meaning. English originated in England it has been influenced by many other languages. changed over time.
locations.
Understand that social interactions influence the way people

Understand that language is used in combination with other
engage with ideas and respond to others for example when
across social contexts and types of texts and that they help
different roles in social and classroom interactions and how
means of communication, for example facial expressions
complex and demanding as levels of formality and social

exploring and clarifying the ideas of others, summarising
Childname understands that facial expressions and body language can communicate Childname successfully cooperates with others using a range of social conventions such Childname knows that social interactions influence the way we speak to one another and the Childname has a comprehensive understanding that patterns of language interactions vary Childname understands and responds to an increasing complexity of interaction in more
depends on shared use of social conventions, including
Understand that strategies for interaction become more

school depending on the relationships between people
the use of key interpersonal language resources varies
according to the degree of formality in social situations

Explore how language is used differently at home and
Understand that language varies when people take on
Understand that patterns of language interaction vary

Childname can adapt her speech to a broad range of situations. Childname consistently uses Standard English forms in her writing.
to signal social roles and relationships (ACELA1501)

their own views and reporting them to a larger group
turn-taking patterns, and forms of address that vary
Understand that successful cooperation with others
meaning, for example smiling when happy. as turn-taking. importance of communicating appropriately in different contexts. depending on social situations. formal situations.
and gestures to interact with others (ACELA1444)
High
High
High
High
High
High
High
depending on context (ACELA1461)
Childname confidently uses a range of forms of address that vary according to the
Childname varies her language use depending on the audience and context. Childname communicates appropriately and inclusively with her teachers and peers. Childname embraces the differences in languages in diverse family settings.
distance increase (ACELA1516)

Language for interaction

formality in social situations.
Childname is beginning to understand that facial expressions and body language can Childname is beginning to understand that social interactions influence the way we speak to Childname has a sound understanding that patterns of language interactions vary depending Childname understands there is an increase in complexity of interaction in more formal
(ACELA1428 )
(ACELA1476)
(ACELA1488)
Childname is usually able to adapt her speech to a broad range of situations. Childname usually uses Standard English forms in her writing. Childname cooperates with others using a range of social conventions such as turn-taking.
communicate meaning, for example smiling when happy. one another and the importance of communicating appropriately in different contexts. on social situations. situations.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname confidently uses a range of forms of address that vary according to the
Childname usually varies her language use to suit the audience and context. Childname mostly communicates appropriately and inclusively with her teachers and peers. Childname identifies the differences in languages in diverse family settings.
formality in social situations.
Childname is able to identify when a person feels happy or sad based on their facial Childname is developing her cooperation skills with others using some social conventions Childname is developing her understanding that patterns of language interactions vary Childname is becoming more aware that there is an increase in complexity of interaction in
Childname is beginning to adapt her speech to a broad range of situations. Childname is beginning to use Standard English forms in her writing. Childname needs encouragement to communicate appropriately in different contexts.
expression. such as turn-taking. depending on social situations. more formal situations.
Low
Low
Low
Low
Low
Low
Low
With support, Childname is beginning to use some forms of address suitable for different Childname is developing her awareness of the differences in languages in diverse family
Childname is beginning to vary her language use to suit the audience. Childname is developing her communication skills and is trying to be inclusive of others.
social situations. settings.
Examine how evaluative language can be varied to be more
Understand the uses of objective and subjective language

Understand that language can be used to explore ways of
Understand how to move beyond making bare assertions

Understand differences between the language of opinion
Identify language that can be used for appreciating texts
Childname consistently uses appropriate language and expressions when asking Childname is able to identify a range of language techniques that add greater information Childname can always identify the difference between the language of opinion and feeling to Childname is confident in her ability to make her own opinions and assertions of differing Childname has a thorough understanding of when it is appropriate to use subjective language
and take account of differing perspectives and points of

Understand that there are different ways of asking for
Childname can express her feelings, likes and dislikes articulately. Childname effectively experiments with evaluative language to be more or less forceful.
and the qualities of people and things (ACELA1462)

expressing needs, likes and dislikes (ACELA1429 )
and feeling and the language of factual reporting or

questions and interacting with her peers. and meaning to descriptions of people and things. the language of facts. perspective and points of view. and when she can be more objective with her ideas.
High
High
High
High
High
High
High
information, making offers and giving
Childname is able to use a range of language techniques to add greater information and Childname has a clear awareness that composers can be bias when putting forward their
Childname can express her needs articulately to adults and peers. Childname uses thinking verbs appropriately to demonstrate her opinions.

meaning to descriptions in her writing. ideas or opinions.
or less forceful (ACELA1477)

commands (ACELA1446)
recording (ACELA1489)
and bias (ACELA1517)

view (ACELA1502)
Childname usually uses appropriate language and expressions when asking questions Childname is able to identify language techniques that add greater information and Childname is becoming more confident with experimenting with evaluative language to be Childname can mostly identify the difference between the language of opinion and feeling to Childname can put forward her own opinions and assertions of differing perspective and Childname has a sound understanding of when it is appropriate to use subjective language
Childname sometimes needs encouragement to share her feelings, likes and dislikes.
and interacting with her peers. meaning to descriptions of people and things. more or less forceful. the language of facts. points of view. and when he can be more objective with his ideas.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname is able to use language techniques to add greater information and meaning to
Childname can express her needs to a preferred adult. Childname mostly uses thinking verbs appropriately to demonstrate her opinions. Childname is aware that composers can be bias when putting forward their ideas or opinions.
descriptions in her writing.
Childname is beginning to use appropriate language and expressions when asking Childname is beginning to identify some language techniques that add greater information With guidance, Childname is beginning to experiment with evaluative language to be more Childname is beginning to identify the difference between the language of opinion and feeling Childname is developing her ability to make her own opinions and assertions of differing Childname is developing her understanding of when it is appropriate to use subjective
Childname is beginning to express her feelings, likes and dislikes in an appropriate manner.
questions and interacting with her peers. and meaning to descriptions of people and things. or less forceful. to the language of facts. perspective and points of view. language and when she can be more objective with her ideas.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to use some language techniques to add greater information and With support, Childname is aware that composers can be bias when putting forward their
Childname is beginning to express her needs to a preferred adult with prompting. Childname is beginning to use thinking verbs appropriately to demonstrate her opinions.
meaning to descriptions in her writing. ideas or opinions.
Explore different ways of expressing emotions, including
Childname can express her feelings appropriately verbally and visually through body
language and facial expressions.
High
verbal, visual, body language and facial
Childname can identify how others are feelings based on spoken language, body

expressions (ACELA1787)
Childname can usually expresess her feelings appropriately verbally and visually through
body language and facial expressions.
Middle
Childname is beginning to identify a wider range of feeling based on spoken language,

body language and facial expressions.
Childname is beginning to express her feelings verbally and visually through body
Low
Childname is beginning to identify 'happy' and 'sad' based on spoken language, body
language choices, depending on their purpose and context

(for example, tense and types of sentences) (ACELA1478)
identifiable text structures and language features that help
aesthetic, humorous and persuasive purposes and effects

Understand how texts vary in purpose, structure and topic
Understand how authors often innovate on text structures

short (for example an exit sign) or quite long (for example
depending on the approach to the topic, the purpose and

Understand how texts vary in complexity and technicality
Understand that texts can take many forms, can be very
Childname is able to identify the purpose of a wide range of texts, for example a fairy tale Childname understands that different types of text have different meanings and that the Childname understands that different text types have identifiable text structures and Childname confidently identifies how different types of texts vary in the use of language Childname understands that texts vary in complexity depending on the topic, the purpose and Childname has a thorough understanding that texts vary in purpose, structure and formality Childname uses innovative strategies to play with language features and text structures to
informative texts have different purposes (ACELA1430)
Understand that the purposes texts serve shape their
Understand how different types of texts vary in use of
and play with language features to achieve particular

entertains and a menu provides information. meaning affects their structure, for example a recipe looks different to a story. language features that help serve the purpose of the text. choices, depending on their purpose and context. the intended audience. and she is able to apply this to her writing. entertain her audience in different ways.
an information book or a film) and that stories and
as well as the degree of formality (ACELA1504)

High
High
High
High
High
High
High
Understand that different types of texts have
structure in predictable ways (ACELA1447)
Text Structure and Organisation

the text serve its purpose (ACELA1463)
the intended audience (ACELA1490)

Childname has a strong understanding of the structures and language features of
Childname is able to identify some differences between informative and imaginative texts. Childname is very familiar with language features and text structures of a variety of text types.
narratives, procedures, reports, reviews and exposition text types.
Childname is beginning to understand that different types of text have different meanings Childname understands that different text types have identifiable text structures and Childname identifies how different types of texts vary in the use of language choices, Childname is developing her understanding that texts vary in complexity depending on the Childname has a sound understanding that texts vary in purpose, structure and formality and
(ACELA1518)
Childname is able to identify the purpose of selected texts. Childname enjoys playing with language features and text structures to entertain her audience.
and that the meaning affects their structure, for example a recipe looks different to a story. language features. depending on their purpose and context. topic, the purpose and the intended audience. she is able to apply this to her writing.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname is able to identify, with prompting, some differences between informative and Childname is familiar with the structures and language features of narratives, procedures,
Childname is familiar with language features and text structures of a variety of text types.
imaginative texts. reports, reviews and exposition text types.
Childname is developing an understanding of the different structures texts may take, for Childname is beginning to understand that different text types have identifiable text Childname is beginning to identify how different types of texts vary in the use of language With support, Childname is developing her understanding that texts vary in complexity Childname is beginning to understand that texts vary in purpose, structure and formality and Childname is beginning to play with language features and text structures to entertain her
Childname is able to identify the difference between images, words and symbols in text.
example a recipe or a poem. structures and language features. choices, depending on their purpose and context. depending on the topic, the purpose and the intended audience. she is starting to apply this to her writing. audience.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to identify, with prompting, some differences between informative Childname is developing her understanding of the structures and language features of Childname is becoming more familiar with language features and text structures of a variety of
and imaginative texts. narratives, procedures, reports, reviews and exposition text types. text types.
Understand how texts are made cohesive through language
Understand how texts are made cohesive through the use

Understand that some language in written texts is unlike
Understand patterns of repetition and contrast in simple
Childname understands repetition in texts and enthusiastically participates during shared Childname uses a wide range of language features to make her writing cohesive and Childname confidently identifies and uses paragraphs to organise the key features of Childname confidently understands that the starting point of a sentence predicts how the text
Understand that cohesive links can be made in texts by

of linking devices including pronoun reference and text
features, including word associations, synonyms, and
Understand that the starting point of a sentence gives

Childname understands that language in written texts can be unlike everyday language. Childname creates cohesive texts using well-selected linking devices and text connectives. Childname is able to make cohesive links in texts by omitting or replacing words.
prominence to the message in the text and allows for

Understand that paragraphs are a key organisational
reading. interesting. written texts. will unfold.
prediction of how the text will unfold (ACELA1505)

High
High
High
High
High
High
High
everyday spoken language (ACELA1431)
omitting or replacing words (ACELA1520)


feature of written texts (ACELA1479)
Childname is able to identify some features in written texts that are unlike everyday Childname writes descriptively using language features including synonyms and Childname clearly notices and uses topic sentences in paragraphs to show how the Childname can confidently track characters or participants of a text through the use of Childname confidently uses a range of sentence structures to create effect, explain and Childname observes how the relationship between concepts can be presented visually
Childname can identify patterns of repetition and contrast when reading texts.
language. antonyms. paragraph will develop. pronouns. elaborate her ideas. through features such as similarity, contrast, juxtaposition and repetition.
connectives (ACELA1491)
antonyms (ACELA1464)
texts (ACELA1448)
Childname is beginning to understand that language in written texts can be unlike Childname is beginning to understand repetition and contrast in texts and usually Childname is beginning to use more complex word choices when writing, making it more
Childname identifies and uses paragraphs to organise the key features of written texts. Childname creates cohesive texts using linking devices and text connectives. Childname understands that the starting point of a sentence predicts how the text will unfold. Childname is beginning to make cohesive links in texts by omitting or replacing words.
everyday language. participates during shared reading. interesting to the reader.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can identify, with prompting, some features in written texts that are unlike Childname is beginning to use a wider range of language features to write descriptively, Childname notices how some longer texts are organised into paragraphs and is beginning Childname uses a range of sentence structures to create effect, explain and elaborate her Childname is beginning to observe how the relationship between concepts can be presented
Childname is beginning to identify patterns of repetition and contrast when reading texts. Childname can usually track characters or participants of a text through the use of pronouns.
everyday language. including antonyms and synonyms. to use a topic sentence to predict how the paragraph will develop. ideas. visually through features such as similarity, contrast, juxtaposition and repetition.
Childname engages with rhyme and predictable texts during shared reading with some Childname is beginning to understand that paragraphs are a key organisational feature of Childname is beginning to understand that the starting point of a sentence predicts how the With Support, Childname is beginning to make cohesive links in texts by omitting or replacing
Childname understands that there is a connection between spoken and written language. Childname attempts to use language features to make her writing more cohesive. Childname creates simple texts using some linking devices and text connectives.
prompting. written texts and with support can apply this to her writing. text will unfold. words.
Low
Low
Low
Low
Low
Low
Low
With support, Childname is beginning to notice how some longer texts are organised into Childname can sometimes track characters or participants of a text through the use of Childname is beginning to use a range of sentence structures to create effect, explain and With guidance, Childname observes how the relationship between concepts can be presented
Childname is beginning to identify patterns of repetition when reading texts.
paragraphs. pronouns. elaborate her ideas. visually through features such as similarity, contrast, juxtaposition and repetition.
Understand how the grammatical category of possessives is

signalled through apostrophes and how to use apostrophes
different from letters; recognise how capital letters are used
Recognise that different types of punctuation, including full
Recognise how quotation marks are used in texts to signal

for names, and that capital letters and full stops signal the
language and that apostrophes of contraction are used to

commas are used to separate items in lists (ACELA1465)
sentences that make statements, ask questions, express
dialogue, titles and quoted (direct) speech (ACELA1492)

Childname can use more complex punctuation such as capital letters, full stops, question Childname can identify and explain the use of a range of punctuation, including capital Childname can confidently express that contractions are a feature of informal language Childname uses quotation marks creatively and effectively in her writing to engage his Childname consistently uses apostrophes correctly to demonstrate possession of common
Understand that punctuation is a feature of written text
Recognise that capital letters signal proper nouns and
Childname consistently uses commas correctly in her writing. Childname has a thorough understanding of commas and uses them correctly in her writing.
stops, question marks and exclamation marks, signal
Know that word contractions are a feature of informal
Understand the uses of commas to separate clauses

marks and exclamation marks. letters, full stops, question marks and exclamation marks. and recognises and applies the correct use of apostrophes in everyday text. audience. and proper nouns.
beginning and end of sentences (ACELA1432)
with common and proper nouns (ACELA1506)

High
High
High
High
High
High
High
emotion or give commands(ACELA1449)

Childname is writing sentences and is able to punctuate her work accurately, using full Childname can articulate that apostrophes of a contraction are used to show a missing Childname consistently uses quotation marks appropriately to demonstrate direct speech in
signal missing letters (ACELA1480
Childname is beginning to use capital letters for names. Childname uses capital letters for proper nouns in her writing.
stops, exclamation marks and question marks as appropriate. letter. her writing.
Childname can identify a range of punctuation, including capital letters, full stops, question Childname knows that word contractions are a feature of informal language and Childname uses apostrophes correctly to demonstrate possession of common and proper Childname has a sound understanding of commas and mostly uses them correctly in her
(ACELA1521)
Childname can use simple punctuation such as capital letters and full stops. Childname usually uses commas correctly in her writing. Childname uses quotation marks effectively in his writing to engage her audience.
marks and exclamation marks. recognises and applies the correct use of apostrophes in everyday text. nouns. writing.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can recognise more complex punctuation such as capital letters, full stops, Childname knows that apostrophes of a contraction are used to show a missing letter and Childname mostly uses quotation marks appropriately to demonstrate direct speech in her
Childname is beginning to use a wider range of punctuation in writing. Childname uses capital letters for proper nouns in her writing most of the time.
question marks and exclamation marks in written text. can apply this in her writing. writing.
Childname can identify simple punctuation such as capital letters and full stops in a written Childname is developing her understanding of word contractions and how to apply them to Childname is beginning to use quotation marks effectively in her writing to engage her Childname is beginning to use apostrophes correctly to demonstrate possession of common
Childname is beginning to show an understanding of the use of full stops. Childname is beginning to use commas in her writing. Childname is beginning to use commas appropriately in her writing.
text. everyday texts. audience. and proper nouns.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to understand that an apostrophe of a contraction is used to show Childname is beginning to use quotation marks appropriately to demonstrate direct speech in
Childname understands that punctuation is different to words and letters. Childname is beginning to show an understanding of the use of capital letters. Childname is beginning to recognise that capital letters are used for proper nouns.
a missing letter. her writing.
different types of texts are organised using page numbering,
investigate how complex sentences can be used in a variety

Know some features of text organisation including page and
Understand concepts about print and screen, including how
used to predict content and assist navigation (ACELA1797)

Identify the features of online texts that enhance navigation
tables of content, headings and titles, navigation buttons,
books, film and simple digital texts work, and know some
features of print, for example directionality (ACELA1433)
screen layouts, alphabetical order, and different types of
headings, subheadings, home pages and sub pages for

Childname understands concepts of print, including how different types of texts are Childname is able to organise writing using text structures including paragraphs, Childname confidently navigates features of an online text using the navigation bar, Childname can identify and use features of online texts to search for information and explore
online texts and according to chronology or topic can be

Childname confidently uses the organisation of texts in chapters, heading, sub-headings, Childname creatively experiments with complex sentence to elaborate, extend and explain her
Identify features of online texts that enhance readability
Investigate how the organisation of texts into chapters,

Childname reads from left to right and top to bottom.
including text, navigation, links, graphics and layout
organised using page numbering, contents, headings and titles. alphabetical lists and diagrams. buttons, hyperlinks and sitemaps. digital texts. home pages and sub-pages to predict content and assist navigation. ideas.
Understand concepts about print, including how
diagrams, for example timelines (ACELA1466)
of ways to elaborate, extend and explain ideas

High
High
High
High
High
High
High

Childname uses a range of well thought-out conjunctions to elaborate and expand her
Childname can identify the author and illustrator of a text. Childname understands concepts of screen, including navigation buttons, bars and links.
complex sentences.
bars and links (ACELA1450)
Childname demonstrates an increased understanding of concepts of print, including how Childname is beginning to organise writing using text structures including paragraphs, Childname navigates some features of an online text using the navigation bar, buttons, Childname is beginning to identify and use features of online texts to search for information Childname uses the organisation of texts in chapters, heading, sub-headings, home pages
(ACELA1790)
(ACELA1522)
(ACELA1793)
Childname points to words using one-to-one correspondence when reading. Childname experiments with complex sentence to elaborate, extend and explain her ideas.
different types of texts are organised using page numbering, contents, headings and titles. alphabetical lists and diagrams. hyperlinks and sitemaps. and explore digital texts. and sub-pages to predict content and assist navigation.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname demonstrates an increased understanding of concepts of screen, including
Childname usually reads from left to right and top to bottom. Childname uses a range of conjunctions to elaborate and expand her complex sentences.
navigation buttons, bars and links.
Childname understands that writing can be organised using text structures including Childname navigates some features of an online text using the navigation bar, buttons, Childname is beginning to use the organisation of texts in chapters, heading, sub-headings Childname is beginning to experiment with complex sentence to elaborate, extend and explain
Childname spends time looking at books and other print material. Childname is beginning to understand concepts of print, including page numbers. Childname is beginning to identify and use features of online texts.
paragraphs, alphabetical lists and diagrams and attempts to use these in her writing. hyperlinks and sitemaps with teacher support. and home pages and sub-pages to predict content and assist navigation. her ideas.
Low
Low
Low
Low
Low
Low
Low
different types of texts are organised using page numbering,
Know some features of text organisation including page and
investigate how complex sentences can be used in a variety

Understand concepts about print and screen, including how
used to predict content and assist navigation (ACELA1797)

Identify the features of online texts that enhance navigation
tables of content, headings and titles, navigation buttons,
books, film and simple digital texts work, and know some
features of print, for example directionality (ACELA1433)
screen layouts, alphabetical order, and different types of
headings, subheadings, home pages and sub pages for

online texts and according to chronology or topic can be
Identify features of online texts that enhance readability
Investigate how the organisation of texts into chapters,

including text, navigation, links, graphics and layout
Understand concepts about print, including how
diagrams, for example timelines (ACELA1466)
of ways to elaborate, extend and explain ideas


bars and links (ACELA1450)
(ACELA1790)
(ACELA1522)
(ACELA1793)
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to understand concepts of screen, including navigation buttons, Childname is begging to use a range of conjunctions to elaborate and expand her complex
Childname points to words when reading.
bars and links. sentences.
Recognise that sentences are key units for expressing ideas
containing a subject and a verb and that these need to be in

‘What’s happening?’, ‘What state is being described?’, ‘Who
Understand that the meaning of sentences can be enriched

Understand that simple connections can be made between
clauses and that a complex sentence involves at least one

Understand the difference between main and subordinate
groups/phrases and prepositional phrases (ACELA1493)
through careful choice of verbs, elaborated tenses and a

Understand how ideas can be expanded and sharpened
Childname is able to identify which parts of a simple sentence that represent who/what the Childname uses a range of sentence structures including subordinating and coordinating Childname understands that a clause usually contains a subject and a verb and uses this Childname creates rich and creative sentences using a variety of noun groups and verb Childname has a thorough understanding that complex sentences make connections between Childname is talented at expressing her ideas through expanding and sharpening her work by
ideas by using a compound sentences with two or more
Understand that a clause is a unit of grammar usually

Childname can combine simple sentences to provide more information in her writing.
Identify the parts of a simple sentence that represent

sentence is about, what is happening and how the action is described. clauses in her writing. correctly in her writing. groups. ideas. careful choice of verbs, tenses and adverb groups.
through the use of noun groups/phrases and verb
range of adverb groups/phrases (ACELA1523)

High
High
High
High
High
High
High
Expressing and Developing Ideas

or what is involved?’ and the surrounding
coordinating conjunction (ACELA1467)
Childname is able to infer information from a simple sentence, for example why something Childname can join parts of her sentences using conjunctions like 'when', 'if', 'that',
subordinate clause (ACELA1507)

Childname confidently knows the difference between main and subordinate clauses.
may be happening. 'because'.
circumstances (ACELA1451)
clauses usually linked by a
agreement (ACELA1481)
Childname is beginning to identify which parts of a simple sentence represent who/what Childname mostly understands that a clause usually contains a subject and a verb and Childname is beginning to create rich and creative sentences using a variety of noun groups Childname expresses her ideas through expanding and sharpening her work by careful choice
(ACELA1435)
Childname can combine words to write a simple sentence. Childname can join parts of her sentences using conjunctions like 'and', 'but', 'or', 'because'. Childname understands that complex sentences make connections between ideas.
the sentence is about, what is happening and how the action is described. uses this in her writing. and verb groups. of verbs, tenses and adverb groups.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to infer information from a simple sentence, for example why Childname is beginning to use a range of sentence structures including subordinating and Childname has a sound understanding about the difference between main and subordinate
something may be happening. coordinating clauses in her writing. clauses.
Childname is beginning to identify the subject of a sentence (who/what the sentence is Childname is beginning to join parts of her sentences using conjunctions like 'and', 'but', Childname is beginning to understand that a clause usually contains a subject and a verb With support, Childname is beginning to create rich and creative sentences using a variety of Childname is developing his understanding that complex sentences make connections Childname is beginning to express her ideas through expanding and sharpening her work by
Childname can identify a sentence.
about). 'because'. and uses this in her writing. noun groups and verb groups. between ideas. careful choice of verbs, tenses and adverb groups.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to make connections between the events in individual sentences. Childname is working towards knowing the difference between main and subordinate clauses.
example doing, thinking, saying, and relating and that these

objects and abstract concepts; that there are three types of
Explore differences in words that represent people, places
Understand that nouns represent people, places, concrete
that noun groups/phrases can be expanded using articles

Recognise that texts are made up of words and groups of
Understand that verbs represent different processes, for

and things (nouns, including pronouns), happenings and
groups/phrases can be expanded in a variety of ways to

provide a fuller description of the person, place, thing or
Childname understands that texts are made up of words and groups of words that create Childname understands that nouns represent people, places, concrete objects and Childname understands that verbs represent different processes such as doing, thinking, Childname understands and cleverly applies noun groups and adjective groups to expand and Childname can give detailed explanations of analytical data through tables, diagrams, maps
states (verbs), qualities (adjectives) and details such as
Identify and explain how analytical images like figures,

Investigate how quoted (direct) and reported (indirect)
Childname is able to identify nouns, verbs, adjectives and adverbs. Childname can confidently distinguish between direct and indirect speech in a variety of texts.
Understand how noun groups/phrases and adjective
tables, diagrams, maps and graphs contribute to our

speech work in different types of text (ACELA1494)
meaning. abstract objects and that there are three types: common, proper and pronoun. saying and relating and how verbs add meaning to a sentence. elaborate sentences to give fuller, richer description in her writing. and graphs.
understanding of verbal information in factual and

when, where and how (adverbs) (ACELA1452)
High
High
High
High
High
High
High
processes are anchored in time through tense
nouns: common, proper and pronouns; and

words that make meaning (ACELA1434)
Childname understands that adjectives can be used to expand noun phrases and applies Childname closely observes how descriptive detail can be built up around a noun or adjective Childname can effectively use analytical information to add detail to her factual and
Childname is able to discuss the meaning of texts and recall key information. Childname is able to explain the function of nouns, verbs, adjectives and adverbs. Childname accurately uses verbs in the correct tense indicating how time is represented. Childname uses quoted speech effectively in her writing.
persuasive texts (ACELA1524)

this to her writing. to create a descriptive phrase. persuasive texts.
and adjectives (ACELA1468)
idea (ACELA1508)
Childname is beginning to understand that texts are made up of words and groups of Childname understands that nouns represent people, places, concrete objects and Childname mostly understands that verbs represent different processes such as doing, Childname understands and applies noun groups and adjective groups to expand sentences
(ACELA1482)
Childname is able to identify nouns and verbs. Childname can mostly distinguish between direct and indirect speech in a variety if texts. Childname can explain some details of analytical data in tables, diagrams, maps and graphs.
words that create meaning. abstract objects. thinking, saying and relating and how verbs add meaning to a sentence. to give a fuller description in her writing.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Language
Language
Language
Language
Language
Childname understands that adjectives can be used to expand noun phrases and is Childname observes how descriptive detail can be built up around a noun or adjective to
Childname is able to discuss the meaning of texts and recall some key information. Childname is able to explain the function of nouns and verbs. Childname uses verbs in the correct tense indicating how time is represented. Childname uses quoted speech in her writing. Childname can use analytical information to add detail to her factual and persuasive texts.
beginning to apply this to her writing. create a descriptive phrase.
Childname is developing her understanding that verbs represent different processes such With teacher support, Childname is beginning to understand and apply noun groups and Childname is beginning to identify some details of analytical data in tables, diagrams, maps
Childname understands that texts are made up of words and groups of words. Childname is able to identify nouns. Childname understands that nouns represent people, places and objects. Childname is beginning to distinguish between direct and indirect speech in a variety if texts.
as doing, thinking, saying and relating and how verbs add meaning to a sentence. adjective groups to expand sentences to give a fuller description in Childname writing. and graphs.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to use verbs in the correct tense indicating how time is Childname is beginning to observe how descriptive detail can be built up around a noun or Childname is beginning to use analytical information to add detail to her factual and
Childname understands the meaning of individual words in texts. Childname is able to explain the function of nouns. Childname is beginning to understand that adjectives can be used to expand noun phrases. Childname is beginning to use quoted speech effectively in her writing.
represented. adjective to create a descriptive phrase. persuasive texts.
shot size, vertical camera angle and layout in picture books,

reactions, speech and thought processes in narratives, and
Identify the effect on audiences of techniques, for example

consider how these images add to or contradict or multiply
Childname has a strong understanding about the relationship of techniques and their
Understand how adverb groups/phrases and prepositional
these to the ways hyperlinked digital texts are organised,

Explore the different contribution of words and images to
Investigate how vocabulary choices, including evaluative

Explain sequences of images in print texts and compare
Childname understands that different types of texts use different images and illustrations Childname is able to discuss how images can add to or contradict the actions of Childname uses adverb groups and prepositional phrases to add descriptive detail to her Childname thoughtfully compares images in print texts to hyperlinked digital texts and how the
phrases work in different ways to provide circumstantial

meaning in stories and informative texts (ACELA1786)
language can express shades of meaning, feeling and

Childname reads fluently by making connections between images and text. impact on the audience such as camera angle, the layout in picture books, advertisements Childname effectively uses evaluative language to express meaning, feelings and opinions.
Identify visual representations of characters’ actions,

informative texts and discuss how they contribute to
the meaning of accompanying words (ACELA1469)

Compare different kinds of images in narrative and
and can discuss why. characters in texts. writing. similarities and difference effect the audience.
advertisements and film segments (ACELA1483)
explaining their effect on viewers’ interpretations

and film.
High
High
High
High
High
High
High

details about an activity (ACELA1495)
Childname understands that different types of images are used to add meaning to different Childname demonstrates through discussion an understanding of the contributions images
Childname is able to identify images that relate to the actions of characters in texts.
types of texts. make to the meaning of texts.
meaning (ACELA1453)
opinion (ACELA1525)
Childname is beginning to discuss how images can add to or contradict the actions of Childname has an understanding about the relationship of techniques and the impact on Childname compares images in print texts to hyperlinked digital texts and how the similarities
(ACELA1511)
Childname uses images in a text to aid understanding when reading. Childname understands that different types of texts use different images and illustrations. Childname uses adverb groups and prepositional phrases to add detail to her writing. Childname uses evaluative language to express meaning, feelings and opinions.
characters in texts. the audience such as camera angle, the layout in picture books, advertisements and film. and difference effect the audience.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname understands that images add meaning to texts. Childname contributes to discussions about how images enhance meaning in texts. Childname is beginning to identify images that relate to the actions of characters in texts.
Childname is developing an understanding about the relationship of techniques and the

Childname is beginning to understand that different types of texts use different images Childname is beginning to use adverb groups and prepositional phrases to add detail to her Childname is beginning to compare images in print texts to hyperlinked digital texts and how Childname is developing her use of evaluative language to express meaning, feelings and
Childname relies on pictures to tell and read a story. Childname understands that images add meaning to texts. impact on the audience such as camera angle, the layout in picture books, advertisements
and illustrations. writing. the similarities and difference effect the audience. opinions.
and film.
Low
Low
Low
Low
Low
Low
Low
Childname needs encouragement to contribute to discussions about how images enhance
Childname understands the difference between images and words in texts.
meaning in texts.
to everyday experiences, personal interests and topics taught
precision of meaning, and know that words can have different

Understand the use of vocabulary in familiar contexts related
composition of still and moving images in a range of types of
prefixes, suffixes, letter patterns and spelling generalisations

to spell new words including technical words (ACELA1526)
Understand the use of vocabulary in everyday contexts as
appropriate use of formal and informal terms of address in
origins including some Latin and Greek roots, base words,

Understand how to use knowledge of known words, word
Understand the use of vocabulary about familiar and new
topics and experiment with and begin to make conscious
Childname enjoys finding out the meanings of new words and can link meanings to known Childname uses creative choices of visual elements when framing an image to captivate her Childname is a keen speller, using her accumulated knowledge of a wide range of letter
well as a growing number of school contexts, including
expressing opinion including modal verbs and adverbs

Learn extended and technical vocabulary and ways of
Childname enjoys learning new words and building her vocabulary. Childname enjoys learning new words and building her vocabulary. Childname enjoys using a range of technical language when expressing her opinion. Childname uses detailed and precise vocabulary to enhance meaning in her writing.
Explore the effect of choices when framing an image,
Understand the use of vocabulary to express greater

placement of elements in the image, and salience on
vocabulary. audience. patterns and spelling generalisations to spell new words.
High
High
High
HIgh
HIgh
High
High
meanings in different contexts (ACELA1512)
choices of vocabulary to suit audience and

Childname confidently explores a range of language to demonstrate her feelings, positions Childname can describe the use of framing, composition and visual point of view of Childname cleverly uses specific vocabulary to give greater precision of meaning in her
Childname uses topic words accurately in discussions. Childname can adapt her vocabulary to a broad range of contexts. Childname can adapt her vocabulary to suit the audience and purpose. Childname cleverly applies her morphemic knowledge to spell a range of technical words.
different contexts(ACELA1454)
and judgments on characters and events. multimodal texts and how they impact the viewer. writing.
at school (ACELA1437)
purpose (ACELA1470)
texts (ACELA1496)
(ACELA1484)
Childname shows interest in finding out the meanings of new words and can usually link Childname uses her accumulated knowledge of a wide range of letter patterns and spelling
Childname is beginning to expand her vocabulary. Childname has a positive attitude towards learning new words. Childname uses some technical language when expressing her opinion. Childname uses visual elements when framing an image to captivate his audience. Childname uses a range of vocabulary to enhance meaning in her writing.
meanings to known vocabulary. generalisations to spell new words.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname explores language to demonstrate their feelings, positions and judgments on Childname can describe the use of some framing techniques, composition and visual point of Childname cleverly uses well thought-out vocabulary to give greater precision of meaning in
Childname uses topic words accurately in discussions most of the time. Childname can usually adapt her vocabulary to a range of contexts. Childname can usually adapt her vocabulary to suit the audience and purpose. Childname applies her morphemic knowledge to spell a range of technical words.
characters and events. view of multimodal texts and how they impact the viewer. her writing.
Childname knows and uses some subject-specific words in areas of interest, e.g. animals, Childname is beginning to use visual elements when framing an image to captivate her Childname is developing her knowledge of a wide range of letter patterns and spelling
Childname is developing her vocabulary. Childname is beginning to show interest in finding out the meaning of new words. Childname is beginning to use some technical language when expressing her opinion. Childname is developing his range vocabulary to enhance meaning in her writing.
games. audience. generalisations to spell new words.
Low
Low
Low
Low
Low
Low
Low
Childname knows and uses a range of everyday words, e.g. colours, familiar objects, With guidance, Childname explores language to demonstrate her feelings, positions and Childname is beginning to understand how framing techniques, composition and visual point
Childname is beginning to adapt her vocabulary to a range of contexts. Childname is beginning to adapt her vocabulary to suit the audience and purpose. Childname cleverly uses some specific vocabulary to give greater meaning in her writing. Childname is beginning to apply her morphemic knowledge to spell a range of technical words.
places, names of family members. judgments on characters and events. of view of multimodal texts impact the viewer.
patterns, syllables and sounds (phonemes) in spoken words
Manipulate phonemes in spoken words by addition, deletion
substitution in combination with use of letters in reading and

of blending and segmenting sounds, phoneme deletion and
Understand how to use letter-sound relationships and less
Understand how to use knowledge of known words, base

Orally manipulate more complex sounds in spoken words
Incorporate new vocabulary from a range of sources into
words, prefixes and suffixes, word origins, letter patterns

Childname is able to manipulate individual sounds in words to create new words when Childname confidently blends sounds to identify two syllable words, for example b-r-o-th- Childname consistently uses letter-sound relationships and less common letter patterns to
students’ own texts including vocabulary encountered in

Childname uses an extensive repertoire of spelling knowledge and strategies to spell new and
and substitution of initial, medial and final phonemes to
Childname is able to identify the number of syllables in given words. Childname consistently applies newly acquired vocabulary to her writing.
common letter patterns to spell words (ACELA1485)

Recognise and generate rhyming words, alliteration
requested, for example changing the initial letter to create a new word. er. spell words. more complex words.
and spelling generalisations to spell new words

High
High
HIgh
HIgh
HIgh
High
Phonics and Word Knowledge

Childname enjoys learning new vocabulary through researching and applying this technical
generate new words (ACELA1457)
Childname is able to identify and give examples of rhyming words. Childname confidently segments words into sounds to assist with reading and writing. Childname confidently uses sound and visual spelling strategies to spell unfamiliar words.
language to her writing.
research (ACELA1498)
writing (ACELA1474)
through knowledge
Childname is developing the ability to manipulate individual sounds in words to create new Childname beginning to blend sounds to identify two syllable words, for example b-r-o-th- Childname uses letter-sound relationships and some less common letter patterns to spell Childname uses a range of spelling knowledge and strategies to spell new and more complex
(ACELA1439)
(ACELA1513)
Childname is usually able to identify the number of syllables in given words. Childname applies some new vocabulary to her writing.
words when requested, for example changing the initial letter to create a new word. er. words. words.
Middle
Middle
Middle
Middle
Middle
Middle
Childname beginning to segment more complex words into individual sounds to assist with Childname learns new vocabulary through researching and applies this technical language to
Childname is usually able to identify and can sometimes give examples of rhyming words. Childname uses some sound and visual spelling strategies to spell unfamiliar words.
reading and writing. her writing.
Childname is showing progress in blending sounds to identify two syllable words, for Childname is beginning to use letter-sound relationships and less common letter patterns Childname is developing his spelling knowledge and strategies to spell new and more
Childname is beginning to identify the number of syllables in given words. Childname can identify the initial, medial and final sounds in words. Childname is working towards applying newly learnt vocabulary to his writing.
example b-r-o-th-er. to spell words. complex words.
Low
Low
Low
Low
Low
Low
Childname is showing progress towards segmenting more complex words into individual Childname is working towards learning new vocabulary when researching and applying this to
Childname is beginning to identify whether or not a pair of words rhyme. Childname is developing her sound and visual spelling strategies to spell unfamiliar words.
sounds. her work.
including double letters, spelling generalisations, morphemic

Understand how to use knowledge of digraphs, long vowels,
blends and silent letters to spell one and two syllable words
(graphemes) and know the most common sound that each
Explore less common plurals, and understand how a suffix

vowels, consonant digraphs and consonant blends when
Childname uses knowledge of digraphs, long vowels and blends to spell one and two Childname is a talented speller, using a variety of strategies to decode and spell complex Childname has a thorough understanding of suffixes and is able to apply this to change the
Recognise and know how to write most high frequency
word families, common prefixes and suffixes and word

Recognise and name all upper and lower case letters
Childname can identify all upper and lower case letters in a range of different texts. Childname can blend letter sounds to read more complex texts. Childname recognises and writes all high frequency words.
changes the meaning or grammatical form of a word

Understand how to use knowledge of letter patterns
syllable words. words. meaning and grammatical form of a word.
origins to spell more complex words (ACELA1779)

words including some homophones (ACELA1486)
including some compound words (ACELA1471)
High
High
High
HIgh
HIgh
High
to read single syllable words (ACELA1458)

Childname knows the most common sound that each letter represents and is beginning to Childname uses knowledge of common silent letter patterns to spell one and two syllable Childname enjoys exploring morphemic word families and prefixes and suffixes to spell words Childname enjoys exploring less common plurals and finds it fascinating discovering word
Childname readily attempts to sound out unfamiliar words when writing. Childname uses meaning and context to spell single-syllable homophones.
Use short vowels, common long
letter represents (ACELA1440)
recognise digraphs, for example 'sh', 'ch' and 'th'. words. and explore their meaning. origins.
writing, and blend these
Childname is beginning to use knowledge of digraphs, long vowels and blends to spell Childname has a sound understanding of suffixes and is able to apply this to change the
(ACELA1514)
Childname can identify all upper and lower case letters. Childname is beginning to sound out more complex words using individual letter sounds. Childname recognises and writes most high frequency words. Childname is beginning to use a variety of strategies to decode and spell complex words.
one and two syllable words. meaning and grammatical form of a word.
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to use knowledge of common silent letter patterns to spell one Childname explores some morphemic word families and prefixes and suffixes to spell words Childname is beginning to explore less common plurals and finds it fascinating discovering
Childname knows the most common sound that each letter represents. Childname can use her knowledge of letter sounds to write simple regular words. Childname uses meaning and context to spell some single-syllable homophones.
and two syllable words. and explore their meaning. word origins.
Childname is developing an understanding of digraphs, long vowels and blends and how Childname is developing her understanding of letter patterns and spelling strategies to Childname is beginning to apply suffixes to change the meaning and grammatical form of a
Childname can identify all capital letters and some lower case letters. Childname is beginning to use her knowledge of letter sounds to read simple regular words. Childname is beginning to recognise and write some high frequency words.
these are used in spelling. improve her ability to spell more complex words. word.
Low
Low
Low
Low
Low
Low
Childname is beginning to use her knowledge of letter sounds to write simple regular Childname is beginning to use meaning and context to spell some single-syllable With guidance, Childname explores some morphemic word families and prefixes and suffixes
Childname knows some of the most common sounds that each letter represents. Childname is developing an understanding of silent letters. With support, Childname is beginning to explore less common plurals.
words. homophones. to spell words and explore their meaning.
Understand that a letter can represent more than one sound
Understand how to use phonic knowledge to read and write

Build morphemic word families using knowledge of prefixes
less familiar words that share common letter patterns but

Understand how to use knowledge of letters and sounds
relationships, syllables, and blending and segmenting to
Childname understands that a letter can represent more than one sound and is able to Childname is able to build word families using prefixes, for example 'be-fit', 'un-fit' and 're- Childname can use a wide range of spelling strategies to fluently read and write complex Childname uses her thorough phonic knowledge to read and write less familiar words that
including homophones and know how to use context to

including onset and rime to spell words (ACELA1438)
Childname uses knowledge of letter sounds to attempt to spell unfamiliar words. Childname confidently recognises and writes all high frequency words with accuracy.
Read and write a large core of high frequency words

fluently read and write multisyllabic words with more
Understand how to apply knowledge of letter-sound
apply this knowledge when reading. fit'. text. share common letter patterns with different pronunciations.
High
High
High
High
HIgh
High
have different pronunciations (ACELA1829)
complex letter patterns (ACELA1826)
identify correct spelling (ACELA1780)


Childname is able to build word families using suffixes, for example 'happi-ly', 'happi-ness'
Childname understands that a syllable must contain a vowel sound. Childname confidently uses meaning and context to spell homophones.
and that a syllable must contain
and 'happi-er'.
a vowel sound (ACELA1459)
and suffixes (ACELA1472)
Childname is beginning to build word families using prefixes, for example 'be-fit', 'un-fit' Childname uses phonic knowledge to read and write less familiar words that share common
Childname is beginning to sound out words using individual letter sounds. Childname understands that a letter can represent more than one sound. Childname can use some spelling strategies to fluently read and write complex text. Childname recognises and writes most high frequency words with accuracy.
and 're-fit'. letter patterns with different pronunciations.
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to build word families using suffixes, for example 'happi-ly', 'happi-
Childname is beginning to understand that a syllable must contain a vowel sound. Childname uses meaning and context to spell homophones.
ness' and 'happi-er'.
Childname uses knowledge of individual letter sounds to identify initial letters in familiar Childname can identify initial and final letter sounds of a word but has difficulty identifying Childname is developing an understanding that words can be changed by adding prefixes, Childname is beginning to use some spelling strategies to fluently read and write complex Childname is beginning to use phonic knowledge to read and write less familiar words that
Childname recognises and writes some high frequency words with accuracy.
words. individual letter sounds. for example 'be-fit', 'un-fit' and 're-fit'. text. share common letter patterns with different pronunciations.
Low
Low
Low
Low
Low
Low
Childname is developing an understanding that words can be changed by adding suffixes,
Childname understands that words can be broken into syllables. Childname is beginning to use meaning and context to spell homophones.
for example 'happi-ly', 'happi-ness' and 'happi-er'.
Understand how to use phonic knowledge to read and write
including a variety of vowel sounds and known prefixes and

spelling is not predictable from their sounds (ACELA1823)
multisyllabic words with more complex letter combinations,

to read and write high-frequency words and words whose
Understand how to spell one and two syllable words with
Know how to read and write some high-frequency words
Childname has a good understanding of letter patterns and is able to use these to spell Childname has an excellent sight vocabulary and is able to apply this when reading and Childname consistently reads and writes a range of multisyllabic words with more complex
Childname reads high frequency words correctly in simple texts. Childname confidently uses prefixes and suffixes.
Know how to use common prefixes and suffixes, and
one and two syllable words. writing. letter combinations.

Use knowledge of letter patterns and morphemes
generalisations for adding a suffix to a base word

High
High
High
High
HIgh
and other familiar words (ACELA1817)
common letter patterns (ACELA1778)


Childname is able to use knowledge of sight words to decode related unfamiliar words Childname can explore generalisations for adding a suffix to a base word to form a plural
Childname can write most sight words correctly.
when reading and writing, for example: 'some', 'some-times', 'some-thing'. or past tense.
suffixes (ACELA1828)
Childname is developing a good understanding of letter patterns and is able to use these Childname is developing a good sight vocabulary and is able to apply this when reading
(ACELA1827)
Childname writes some high frequency words and words of personal significance. Childname understands how to use common prefixes and suffixes. Childname can read and write a range of multisyllabic words with complex letter combinations.
to spell one syllable words. and writing.
Middle
Middle
Middle
Middle
Middle
Childname is beginning to use knowledge of sight words to decode related unfamiliar Childname is beginning to explore generalisations for adding a suffix to a base word to
Childname is able to identify sight words in texts with increasing accuracy.
words when reading and writing, for example: 'some', 'some-times', 'some-thing'. form a plural or past tense.
Childname is developing her sight vocabulary and is beginning to apply this when reading Childname is beginning to read and write a range of multisyllabic words with complex letter
Childname attempts to spell high frequency words and words of personal significance. Childname is beginning to use letter sounds and patterns to help build words. Childname is developing their understanding and use of prefixes and suffixes.
and writing. combinations.
Low
Low
Low
Low
Low
Childname attempts to use knowledge of sight words to decode related unfamiliar words With support, Childname is beginning to explore generalisations for adding a suffix to a
Childname is able to identify her own name.
when reading and writing, for example: 'some', 'some-times', 'some-thing'. base word to form a plural or past tense.
Make connections between the ways different authors may
less common long vowel patterns, letter clusters and silent
Use most letter-sound matches including vowel digraphs,
Understand that words are units of meaning and can be
Childname understands that words can be broken down into smaller units to aid Childname confidently recognises base words in common morphemes, for example 'play', Childname can spell a range of words including common homophones and exception Childname gives insightful discussions about how different authors may represent similar
made of more than one meaningful part (ACELA1818)
Recognise and know how to use simple grammatical
represent similar storylines, ideas and relationships
understanding, for example 'bed-room'. 'playing', 'played', 'plays'. words. storylines, ideas and relationships.
morphemes to create word families(ACELA1455)
letters when reading and writing words of one or

High
High
High
HIgh
Childname has a good understanding of letter patterns and uses this to aid the spelling of Childname reflects on an author's ability to establish a setting and period in different cultures
more complex word choices. and times.
more syllable (ACELA1824)
Childname is beginning to understand that words can be broken down into smaller units to Childname can recognise base words in common morphemes, for example 'play', Childname can use letter sounds and patterns to help build longer words when reading Childname discusses how different authors may represent similar storylines, ideas and
(ACELT1602)
aid understanding, for example 'bed-room'. 'playing', 'played', 'plays'. and writing. relationships.
Middle
Middle
Middle
Middle
Childname is beginning to reflect on an author's ability to establish a setting and period in

Childname can blend letter sounds to construct parts of words when reading and writing.
different cultures and times.
Childname is beginning to recognise base words in common morphemes, for example Childname is beginning to use letter sounds and patterns to help build longer words when Childname is beginning to discuss how different authors may represent similar storylines,
Childname understands that words convey meaning.
'play', 'playing', 'played', 'plays'. reading and writing. ideas and relationships.
Low
Low
Low
Low
Childname is beginning to blend letter sounds to construct parts of words when reading With support, Childname is beginning to reflect on an author's ability to establish a setting and
and writing. period in different cultures and times.
Discuss literary experiences with others, sharing responses
Childname has a good understanding of how sounds can be represented by different
Segment sentences into individual words and orally blend
Understand that a sound can be represented by various

Childname enjoys discussing her literary experiences and willingly shares her ideas and point
words, and isolate, blend and manipulate phonemes in

and segment onset and rime in single syllable spoken
Childname reads one or more sentences fluently in simple texts. Childname has an excellent sight vocabulary. letters, for example 'a' in 'wait', 'stay', 'able' and 'make' and applies this when reading and
Use visual memory to read and write high-frequency

of view with others.
writing.
High
High
High
HIgh
and expressing a point of view (ACELT1603)

single syllable words (ACELA1819)
letter combinations (ACELA1825)
Childname is able to identify individual sounds in spoken words. Childname includes a wide range of sight words in her writing. Childname confidently draws comparisons between multiple texts and her own experiences.
words (ACELA1821)
Childname understands that sounds can be represented by different letters, for example Childname discusses her literary experiences and shares some of her ideas and point of view
Childname is beginning to read simple sentences. Childname recognises an increasing number of words.
'a' in 'wait', 'stay', 'able' and 'make' and attempts to apply this when reading and writing. with others.
Middle
Middle
Middle
Middle
Childname is able to identify some individual sounds in spoken words. Childname is using a wider range of sight words in her writing. Childname draws comparisons between multiple texts and her own experiences.
Childname is developing an understanding of how sounds can be represented by different Childname is beginning to discuss her literary experiences and shares some of her ideas and
Childname can identify words within a sentence. Childname can write one or two simple words correctly from memory.
letters, for example 'a' in 'wait', 'stay', 'able' and 'make'. point of view with others.
Low
Low
Low
Low
Childname is working towards making comparisons between multiple texts and her own
Childname can identify the initial letter in spoken words. Childname is developing her sight word vocabulary.
experiences.
representing some sounds with the appropriate letters, and
Childname confidently identifies individual sounds in consonant blends, for example 'bl',
blend sounds associated with letters when reading CVC
Childname reads CVC words using known letter/sound relationships.
Segment consonant blends or clusters into separate

Write consonant-vowel-consonant (CVC) words by
'cl', 'gl', at the beginning and end of words to spell a range of words.
High
High
phonemes at the beginnings and ends of
one syllable words (ACELA1822)
Childname uses known letter/sound relationships to write CVC words.
words (ACELA1820)
Childname is able to identify individual sounds in some consonant blends, for example 'bl',
Childname is beginning to read CVC words using known letter/sound relationships.
'cl', 'gl', at the beginning and end of words to spell familiar words.
Middle
Middle
Childname uses known letter/sound relationships to write some CVC words.
Childname is beginning to identify individual sounds in consonant blends, for example 'bl',
Childname attempts to read CVC words using known letter/sound relationships.
'cl', 'gl', at the beginning and end of words.
Low
Low
Childname attempts to use known letter/sound relationships to write some letters in CVC
words.
Discuss how authors create characters using language and

Recognise that texts are created by authors who tell stories
Make connections between students’ own experiences and

those of characters and events represented in texts drawn
Discuss texts in which characters, events and settings are
portrayed in different ways, and speculate on the authors’
Discuss how depictions of characters in print, sound and
information about particular social, cultural and historical

and share experiences that may be similar or different to
Childname engages confidently in discussions of how an author uses language and Childname understands and is able to discuss how characters in texts reflect the context Childname confidently discusses and gives her own opinions on texts in which characters, Childname uses a range of metalanguage to describe the effects of ideas, text structures and Childname thoroughly identifies how literary texts convey details about social, cultural and Childname is able to make detailed connections between her own experiences and those of
Use metalanguage to describe the effects of ideas, text

Childname is able to identify the author of a text and understands that they tell the story.
Identify aspects of literary texts that convey details or
from different historical, social and cultural contexts

images to create characters. in which they were created. events and settings are portrayed in different ways. language features of literary texts. historical contexts. characters and events in texts.
structures and language features of literary texts

High
High
High
High
High
High
High
images reflect the contexts in which they were
students’ own experiences (ACELT1575)
Text structure and organisation
Text structure and organisation

Childname is able to relate her own experiences to stories and understands that the Childname identifies with confidence a range of language features used by authors to Childname understands and is able to discuss how cultural contexts affect the Childname gives thorough speculation to the author's reasons for giving different Childname has a thorough understanding that characters and events can be drawn from
Childname consistently uses technical language to describe features of literary texts.
author's experiences may be different to her own. create characters. representation of characters in texts. perspectives in texts. different historical, social and cultural contexts.
Literature and context

contexts (ACELT1608)
reasons (ACELT1594)
created (ACELT1587)
images (ACELT1581)
Childname is usually able to identify the author of a text and understands that they tell the Childname understands that characters in texts reflect the context in which they were Childname discusses and gives her own opinions on texts in which characters, events and Childname uses metalanguage to describe the effects of ideas, text structures and language Childname identifies how literary texts convey details about social, cultural and historical Childname is able to make some connections between her own experiences and those of
(ACELT1604)
(ACELT1613)
Childname discusses how an author uses language and images to create characters.
story. created. settings are portrayed in different ways. features of literary texts. contexts. characters and events in texts.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname understands that cultural contexts effect the representation of characters in Childname gives some speculation to the author's reasons for giving different perspectives Childname has an understanding that characters and events can be drawn from different
Childname is able to relate her own experiences to stories. Childname is able to identify some language features used by authors to create characters. Childname uses technical language to describe features of literary texts.
texts. in texts. historical, social and cultural contexts.
Childname is beginning to join in discussions of how an author uses language and images Childname is developing an understanding that characters in texts reflect the context in With guidance, Childname is beginning to discuss and gives her own opinions on texts in Childname is beginning to use some metalanguage to describe the effects of ideas, text Childname is beginning to identify how literary texts convey details about social, cultural and Childname is beginning to make some connections between her own experiences and those
Childname is able to identify the author of a text.
to create characters. which they were created. which characters, events and settings are portrayed in different ways. structures and language features of literary texts. historical contexts. of characters and events in texts.
Low
Low
Low
Low
Low
Low
Low
Childname is developing an understanding that cultural contexts affect the representation With encouragement, Childname can give some speculation to the author's reasons for Childname is developing her understanding that characters and events can be drawn from
Childname is beginning to relate her own experiences to stories Childname is identifying some language features used by authors to create characters. Childname uses some technical language to describe features of literary texts.
of characters in texts. giving different perspectives in texts. different historical, social and cultural contexts.
various techniques, for example character development and
Analyse and evaluate similarities and differences in texts on

appropriate metalanguage, and reflecting on the viewpoints
Compare opinions about characters, events and settings in
Discuss how authors and illustrators make stories exciting,

connections with students' own experiences (ACELT1582)
Respond to texts, identifying favourite stories, authors and
Present a point of view about particular literary texts using

Draw connections between personal experiences and the
moving and absorbing and hold readers’ interest by using

Discuss characters and events in a range of literary texts
Childname expresses a preference for familiar books and authors and gives reasons for Childname discusses with confidence the characters and events in a range of literary texts Childname compares characters, events and settings across a range of texts and is able Childname can make clear connections between personal experiences and the world of Childname can identify the various techniques authors and illustrators use to make stories Childname happily expresses her point of view with an in-depth explanation using appropriate Childname takes her time to critically analyse and evaluate the similarities and differences in
and share personal responses to these texts, making
her opinion. and shares more complex reponses to texts. to express reasoned preferences. texts and confidently shares her responses with others. exciting and captivating. descriptive language. texts about similar topics, themes or plots.
worlds of texts, and share responses with others

High
High
High
High
High
High
High
similar topics, themes or plots (ACELT1614)
Childname is able to make connections between events in a book and her own Childname offers her opinion and listens respectfully to the opinion of others when
Childname can identify her favourite part of a story and give reasons for her opinion. Childname listens and reflects thoughtfully on other's viewpoints.
and between texts (ACELT1589)
Responding to literature
experiences. discussing characters, events and settings in texts.
plot tension (ACELT1605)

illustrators (ACELT1577)
of others (ACELT1609)
Childname is able to discuss the characters and events in a range of literary texts and Childname compares characters, events and settings across a range of texts and is able Childname can make connections between personal experiences and the world of texts Childname can identify some of the techniques authors and illustrators use to make stories Childname expresses her point of view with a clear explanation using appropriate descriptive Childname analyses and evaluates the similarities and differences in texts about similar
(ACELT1596)
Childname expresses a preference for familiar books and authors.
share her reponse to texts. to express preferences. and shares her responses with others. exciting and captivating. language. topics, themes or plots.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname is able beginning to make connections between events in a book and her own Childname is beginning to offer her opinion and listen to the opinion of others when
Childname can identify and retell her favourite part of a story. Childname listens and reflects on other's viewpoints.
expereinces. discussing characters, events and settings in texts.
Childname is beginning to compare characters, events and settings across a range of Childname can make some connections between personal experiences and the world of Childname is beginning to identify some of the techniques authors and illustrators use to Childname is beginning to analyse and evaluate the similarities and differences in texts about
Childname engages in shared reading of familiar texts. Childname is able to discuss the characters and events in a range of literary texts. Childname is developing her point of view using appropriate descriptive language.
texts and is able to express preferences. texts and is beginning to share her responses with others. make stories exciting and captivating. similar topics, themes or plots.
Low
Low
Low
Low
Low
Low
Low
Childname is developing the ability to make some connections between events in a book
Childname can identify her favourite part of a story. Childname sometimes engages in discussion about characters, events and setting in texts. Childname is beginning to listen and reflect on other's viewpoints.
and her own experiences.
devices and deliberate word play in poetry and other literary

Identify aspects of different types of texts that entertain,and
Identify and explain how choices in language, for example

structures and language features on particular audiences
Develop criteria for establishing personal preferences for
Childname shares her thoughts and feelings about the main events in a text, explains her Childname is able to identify the key aspects of a text that she finds entertaining and give Childname has a love of literature and shows interest in particular genres. She enjoys Childname creatively experiments with a variety of word play techniques in poetry and other Childname uses insightful metalanguage to describe the effects of ideas, text structures and
Use metalanguage to describe the effects of ideas, text
modality, emphasis, repetition and metaphor, influence

Childname is able to confidently express preferences for specific texts and authors. Childname identifies and explains how choices in language influence her response to texts.
Understand, interpret and experiment with a range of

give reasons for personal preference (ACELT1590)
answers and gives reasons for her opinions. reasons for her preference. sharing her favourite texts with others, giving reasons for her choice. literary texts. language features on the audience.
Express preferences for specific texts and authors
texts, for example nonsense words, spoonerisms,
personal response to different texts (ACELT1615)

Share feelings and thoughts about the events and
and listen to the opinions of others (ACELT1583)

High
High
High
High
High
High
High
neologisms and puns (ACELT1606)
Childname can identify her favourite character in a text, explain her answers and give
Childname listens respectfully to the opinion of others when discussing texts. Childname discusses and uses poetic language eloquently in her writing.
characters in texts (ACELT1783)
reasons for her opinions.
literature (ACELT1598)
Childname is able to identify the key aspects of a text that she finds entertaining and is Childname shows a personal interest in literature and reads preferred genres. She enjoys Childname uses metalanguage to describe the effects of ideas, text structures and language
(ACELT1795)
Childname shares her thoughts and feelings about the main events in a text . Childname expresses some preference for specific texts and authors. Childname experiments with word play techniques in poetry and other literary texts. Childname can identify how some choices in language influence her response to texts.
beginning to give reasons for her preference. sharing her favourite texts with others. features on the audience.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname identifies her favourite character in a text and gives reasons for her opinions. Childname usually listens respectfully to the opinion of others when discussing texts. Childname discusses and uses poetic language in her writing.
Childname is beginning to show a personal interest in literature and read preferred texts. If Childname is beginning to experiment with word play techniques in poetry and other literary Childname is working towards using metalanguage to describe the effects of ideas, text Childname is beginning to identify how some choices in language influence her response to
Childname can share whether or not she enjoyed a text. Childname is beginning to express some preference for specific texts and authors. Childname is beginning to identify the key aspects of a text that she finds entertaining.
prompted he will share her favourite texts with others. texts. structures and language features on the audience. texts.
Low
Low
Low
Low
Low
Low
Low
Childname can identify her favourite character in a text. Childname is beginning to listen to the opinion of others when discussing texts. Childname discusses and uses some poetic language in her writing.
Create literary texts that explore students’ own experiences
Recognise that ideas in literary texts can be conveyed from

types of literature and explore some features of characters
explore how language is used to present these features in
Identify, describe, and discuss similarities and differences

texts, and explore how the settings shape the events and
Discuss features of plot, character and setting in different
Discuss the characters and settings of different texts and
Discuss how language is used to describe the settings in

Childname is able to give well-structured descriptions of the events and characters in a Childname discusses features of plot, character and setting in a range of texts with Childname can identify and discuss how language can be used in different ways to Childname understands the ideas she portrays in her writing can be interpreted in different Childname can insightfully point out specific characteristics common to an author's style
different viewpoints, which can lead to different kinds of

characters and retell events from a text (ACELT1578)
Childnames uses her creative imagination and personal experiences to create engaging texts.
between texts, including those by the same author or

illustrator, and evaluate characteristics that define an
Identify some features of texts including events and
text. confidence. present characters in texts. ways from different perspectives. through different texts.
influence the mood of the narrative (ACELT1599)

Childname can articulate how language can be used in different ways to describe the
High
High
High
High
High
High
High
interpretations and responses (ACELT1610)
setting in texts. She has a strong understanding of how the setting can influence the mood
of a narrative.
author’s individual style (ACELT1616)

Childname can identify and discuss how language can be used in different ways to Childname reflects thoughtfully on an author's ability to express their point of view and the Childname can have a detailed discussion about the similarities and differences of a range of
Childname is able to identify characters and settings in a text. Childname is able to compare character features between different texts.
in different texts (ACELT1584)
describe the setting in texts. impact this makes on their audience. an author's texts.
different ways (ACELT1591)
and imagining (ACELT1607)

Examining literature
Childname is developing an understanding of how language can be used in different ways Childname is beginning to understand the ideas she portrays in her writing can be interpreted Childname points out specific characteristics common to an author's style through different
Childname retells some events in familiar stories. Childname engages in discussions about the plot, character and setting in a range of texts. Childnames uses her imagination and personal experiences to create literary texts.
to present characters in texts. in different ways from different perspectives. texts.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can identify how language can be used in different ways to describe the setting
in texts. She is beginning to understand how the setting can influence the mood of a
narrative.
Childname is developing an understanding of how language can be used in different ways Childname reflects on an author's ability to express her point of view and the impact this
Childname is able to identify characters in a text. Childname is beginning to compare character features between different texts. Childname discusses the similarities and differences between to texts by the same author.
to describe the setting in texts. makes on her audience.
Childname is beginning to engage in discussions about the plot, character and setting in With support, Childname understands the ideas she portrays in her writing can be interpreted
Childname attempts to retell some events in familiar stories. Childname can identify and discuss the characters in texts. Childname is beginning to discuss how language is used to describe the setting. Childnames uses her imagination and some personal experiences to create simple texts. Childname points out some characteristics common to an author's style through different texts.
some familiar texts. in different ways from different perspectives.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to reflect on an author's ability to express her point of view and the Childname discusses some of the similarities and differences between to texts by the same
Childname is able to identify some characters in a familiar text. Childname is beginning to identify features of characters in some familiar texts. Childname can identify and discuss the setting in texts.
impact this makes on her audience. author.
Literature
Literature
Literature
Literature
Literature
Literature
Literature
and imagery, including simile, metaphor and personification,
used to enhance meaning and shape the reader’s reaction,
Recognise some different types of literary texts and identify
Discuss the nature and effects of some language devices
Understand, interpret and experiment with sound devices
Identify the relationship between words, sounds, imagery

some characteristic features of literary texts, for example
Listen to, recite and perform poems, chants, rhymes and
Identify, reproduce and experiment with rhythmic, sound

beginnings and endings of traditional texts and rhyme in
Create literary texts by developing storylines, characters

Childname is able to identify some text features, for example rhyme in poetry, and the Childname is able to imitate and invent sound patterns, for example rhyme and alliteration, Childname is able to use her knowledge of rhythm and sound patterns to reproduce and
including rhythm and onomatopoeia in poetry and prose

Childname can identify and use a range of language devices in her texts to enhance Childname confidently identifies how language choice and imagery build emotional connection
and language patterns in narratives and poetry such as

in narratives, shape poetry, songs, anthems and odes
Childname composes detailed and creative storylines, characters and settings in her writing. Childname uses figurative language in an engaging manner that captivates her audience.
beginning, middle and end in traditional texts. to create poems and chants. experiment with poems, chants and songs. meaning and shape the reader's reaction. and engagement.
and word patterns in poems, chants, rhymes and
ballads, limericks and free verse (ACELT1617)

High
High
High
High
High
High
High
including alliteration and rhyme (ACELT1585)
songs, imitating and inventing sound patterns
Childname recognises the difference between text types, for example traditional tales and Childname joins in enthusiastically when listening to, reciting and performing poems and Childname engages enthusiatically when listening to, reciting and discussing a wide range Childname enjoys exploring how rhythm, onomatopoeia and alliteration enhance Childname enjoys experimenting with words, sounds, imagery and language patterns in poetry
Childname cleverly experiments with sound devices and imagery in her writing.
poetry, and is able to explain these differences. songs. of poems, chants and songs. enjoyment of poetry and other texts. and narratives.
and settings (ACELT1794)

poetry (ACELT1785)
songs (ACELT1592)
Childname is able to identify some text features, for example beginning, middle and end in Childname is able to imitate sound patterns, for example rhyme and alliteration, to create Childname enjoys listening to, reciting and discussing a wide range of poems, chants and Childname can identify and use some language devices in her texts to enhance meaning Childname identifies how language choice and imagery build emotional connection and
(ACELT1600)
(ACELT1611)
Childname composes creative storylines, characters and settings in her writing. Childname uses figurative language in her writing to entertain her audience.
traditional tales. poems and chants. songs. and shape the reader's reaction. engagement.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname recognises the difference between text types, for example traditional tales and Childname is beginning to use her knowledge of rhythm and sound patterns to reproduce Childname explores how rhythm, onomatopoeia and alliteration enhance enjoyment of Childname experiments with words, sounds, imagery and language patterns in poetry and
Childname usually enjoys listening to, reciting and performing poems and songs. Childname experiments with sound devices and imagery in her writing.
poetry. and experiment with poems, chants and songs. poetry and other texts. narratives.
Childname enjoys engaging with different text types, for example traditional tales and Childname is beginning to imitate sound patterns, for example rhyme and alliteration, to Childname is beginning to identify and use some language devices in his texts to enhance Childname is beginning to identify how language choice and imagery build emotional
Childname recognises simple recurring language in stories and poems. Childname composes simple storylines, characters and settings in her writing. Childname uses some figurative language in her writing to entertain her audience.
poetry. create poems and chants. meaning and shape the reader's reaction. connection and engagement.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to identify some text features, for example beginning and end in Childname shows some enjoyment when listening to, reciting and performing familiar Childname knows some familiar poems by heart and recites them with appropriate With support, Childname explores how rhythm, onomatopoeia and alliteration enhance Childname is beginning to experiment with words, sounds, imagery and language patterns in
Childname experiments with some sound devices and imagery in her writing.
traditional tales. poems and songs. intonation. enjoyment of poetry and other texts. poetry and narratives.
Childname engages enthusiastically with poems and songs from a range of cultures.
Replicate the rhythms and sound patterns in stories,
rhymes, songs and poems from a range of cultures
High
(ACELT1579)
Childname enjoys listening to songs and poems from a range of cultures.

Middle
Childname participates in listening to songs and poems from a range of cultures with some
encouragement.
Low
Create literary texts using realistic and fantasy settings and

Create imaginative texts based on characters, settings and
Create literary texts that adapt or combine aspects of texts

events from students’ own and other cultures using visual
Create events and characters using different media that
Childname enthusiastically and accurately retells familiar stories using song, dance and Childname imaginatively recreates stories with detail and accuracy using drawing, writing Childname is able to recreate stories and poetry using a range of print and digital media Childname creates creative and imaginative texts based on characters, settings and Childname creates interesting texts using realistic and fantasy settings and characters from
Retell familiar literary texts through performance, use of
characters that draw on the worlds represented in texts

features, for example perspective, distance and angle
Childname creates innovative texts with ideas and concepts from other texts she enjoys.
Recreate texts imaginatively using drawing, writing,
dramatic play. and performance. with confidence. events from her own and other cultures. texts she has experienced.
develop key events and characters from literary
High
High
High
High
High
students have experienced in innovative ways
High
students have experienced (ACELT1612)
illustrations and images (ACELT1580)
Childname is able to retell familiar stories through illustrations and images. Childname recreates stories using digital technologies with detail and accuracy.
performance and digital forms of
communication (ACELT1586)
Creating Literacture
texts (ACELT1593)
Childname is beginning to recreate stories and poetry using a range of print and digital Childname creates imaginative texts based on some characters, settings and events from Childname creates texts using realistic and fantasy settings and characters from texts she has
(ACELT1601)
(ACELT1618)
Childname enjoys retelling familiar stories using song, dance and dramatic play. Childname is able to recreate stories imaginatively using drawing, writing and performance. Childname creates texts with ideas and concepts from other texts she has experienced.
media with increasing confidence. her own and other cultures. experienced.
Middle
Middle
Middle
Middle
Middle
Middle
Childname attempts to retell familiar stories through illustrations and images. Childname is able to recreate stories using digital technology.
Childname retells familiar stories using song, dance and dramatic play with some Childname is beginning to recreate stories and poetry using a range of print and digital Childname creates simple imaginative texts based on some characters, settings and Childname is beginning to create texts using realistic and fantasy settings and characters from Childname is beginning to create more innovative texts with ideas and concepts from other
Childname will attempt to describe a story through pictures and discussion.
encouragement. media. events from her own and other cultures. texts she has experienced. texts she enjoys.
Low
Low
Low
Low
Low
Low
Childname attempts to illustrate their favourite part of a familiar story. Childname will attempt to recreate a story using digital technology.
Innovate on familiar texts by experimenting with character,
encountered in literary texts, for example characterisation,
Experiment with text structures and language features and

Create literary texts that experiment with structures, ideas
rhyme, rhythm, mood, music, sound effects and dialogue
Childname creates engaging multimodal texts using a variety of visual images, sound Childname draws on favourite authors to experiment with structure, ideas and stylistic features Childname is a passionate writer who uses sensory language to convey vivid emotions,
imagery, sentence variation, metaphor and word choice

Create texts that adapt language features and patterns
their effects in creating literary texts, for example, using

and stylistic features of selected authors (ACELT1798)
Innovate on familiar texts by using similar characters,
Childname is able to incorporate aspects of familiar stories into play independently. Childname confidently reimagines familiar stories by adapting characters and themes. Childname confidently recreates known stories from a different character's point of view.
Innovate on familiar texts through play (ACELT1831)
effects, music and voice-overs to create interesting settings and events. to create engaging texts. images and events.
High
repetitive patterns or vocabulary(ACELT1832)
High
High
High
High
High
Childname confidently creates innovative texts by experimenting with familiar characters,
Childname is able to use patterns of rhyme and vocabulary to reimage familiar stories. Childname creates captivating texts using a range of language features.
settings and events.
setting or plot (ACELT1833)
(ACELT1791)
(ACELT1800)
Innovate on familiar texts by experimenting with character,
Experiment with text structures and language features and

encountered in literary texts, for example characterisation,
Create literary texts that experiment with structures, ideas

rhyme, rhythm, mood, music, sound effects and dialogue
imagery, sentence variation, metaphor and word choice

their effects in creating literary texts, for example, using
Create texts that adapt language features and patterns
and stylistic features of selected authors (ACELT1798)

Innovate on familiar texts by using similar characters,
Innovate on familiar texts through play (ACELT1831)
repetitive patterns or vocabulary(ACELT1832)
setting or plot (ACELT1833)
Childname is beginning to retell known stories from a different character's point of view Childname creates multimodal texts using some visual images, sound effects, music and Childname uses a range of authors to experiment with structure, ideas and stylistic features to Childname enjoys writing. She uses sensory language to convey vivid emotions, images and
(ACELT1791)
(ACELT1800)
Childname is able to incorporate aspects of familiar stories into play with some prompting. Childname is beginning to reimagine familiar stories by adapting characters and themes.
with increasing confidence. voice-overs to create interesting settings and events. create engaging texts. events.
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to use patterns of rhyme and vocabulary to reimage familiar Childname creates innovative texts by experimenting with familiar characters, settings and
Childname creates texts using a range of language features.
stories. events with increasing confidence.
Childname is beginning to incorporate aspects of familiar stories into play with some Childname is beginning to create multimodal texts using some visual images, sound Childname is beginning to use some authors' texts to her experiment with structure, ideas and Childname is developing her interest in writing. She is beginning to use sensory language to
Childname is developing an understanding of how familiar stories can be reimagined. Childname is beginning to retell known stories from a different point of view.
prompting. effects, music and voice-overs to create interesting settings and events. stylistic features to create engaging texts. convey vivid emotions, images and events.
Low
Low
Low
Low
Low
Low
Childname is beginning to create innovative texts by experimenting with familiar
Childname is developing an understanding of patterns in familiar texts. Childname is beginning to create texts using a range of language features.
characters, settings and events.
similarities and differences between the texts (ACELY1665)
times and compare with the vocabulary, images, layout and

Childname is fascinated when comparing language features, images and layouts of texts from
Identify and explain language features of texts from earlier

Identify some familiar texts and the contexts in which they
Show how ideas and points of view in texts are conveyed

Identify the point of view in a text and suggest alternative
Compare texts including media texts that represent ideas

and events in different ways, explaining the effects of the
expressions, objective and subjective language, and that
Childname can identify a range of texts and the context they would be used in, for example Childname discusses similarities and differences between texts on similar topics with Childname consistently identifies the point of view in a text and can give thoughtful Childname expresses her ideas and points of view using idiomatic expressions, objective and Childname cleverly compares and contrasts different texts expressing similar information or
these can change according to context (ACELY1698)

Childname has a positive approach to a range of reading matter. earlier times to more contemporary texts. She confidently identifies the similarities and
Respond to texts drawn from a range of cultures and
Discuss different texts on a similar topic, identifying

to tell a story or provide information. confidence. alternative points of view. subjective language. ideas.
through the use of vocabulary, including idiomatic

differences between the texts.
High
High
High
High
High
High
High
content of contemporary texts (ACELY1686)
different approaches (ACELY1708)

Childname has a positive approach to stories from various cultures.
points of view (ACELY1675)

experiences (ACELY1655)
are used (ACELY1645)
Texts in Context
Texts in context
Texts in context
Texts in context
Texts in context
Texts in context
Texts in context
Childname can identify a range of texts and is beginning to understand what context they Childname discusses similarities and differences between texts on similar topics with Childname compares language features, images and layouts of texts from earlier times to Childname is beginning to express her ideas and points of view using idiomatic expressions,
Childname engages with a range of reading matter. Childname can identify the point of view in a text and can give alternative points of view. Childname compares and contrasts different texts expressing similar information or ideas.
would be used in, for example to tell a story or provide information. increasing confidence. more contemporary texts. She identifies the similarities and differences between the texts. objective and subjective language.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname engages with texts from a range of cultures.
Childname is beginning to compare language features, images and layouts of texts from
Childname is beginning to discuss similarities and differences between texts on similar Childname can occasionally identify the point of view in a text and can sometimes give With support, Childname is beginning to express her ideas and points of view using idiomatic Childname is beginning to compare and contrast different texts expressing similar information
Childname can identify familiar texts and whether they are fact or fiction. Childname is beginning to engage with a range of reading matter. earlier times to more contemporary texts. She identifies some of the similarities and
topics. alternative points of view. expressions, objective and subjective language. or ideas.
differences between the texts.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to engage with texts from a range of cultures.
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
Listen to and respond orally to texts and to the communication of others in informal and structured classroom
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’
Childname always contributes thoughtfully to class discussions by asking questions, clarifying
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting
Childname can discuss what has been read and offer ideas and opinions about the text. Childname always listens attentively and responds appropriately. Childname listens and responds appropriately to adults and other children. Childname always listens attentively to conversations and discussions. Childname listens attentively to spoken texts, taking notes and elaborating on key ideas. Childname consistently questions and clarifies her understanding when discussing a topic.
information and prompting others to engage in conversation.
arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Childname asks relevant questions to extend her understanding and knowledge of a text Childname creates insightful conversation about content she is learning and often connects Childname can identify closed questions require a precise response while open questions
Childname asks relevant questions to extend her understanding and knowledge. Childname always listens attentively and responds appropriately during class discussions. Childname negotiates effectively and fairly in collaborative situations. Childname asks insightful and relevant questions to clarify or follow up on information.
or topic. ideas from her peers to her own experiences. encourage the speaker to give more information.
High
High
High
High
High
High
High
own experiences and present and justify a point of view (ACELY1699)
information to share and extend ideas and information (ACELY1687)
Childname identifies and discusses varying levels of language and the appropriate context of
Childname listens attentively during shared reading. Childname can explain her answers and give reasons for her opinions. Childname enjoys exploring ideas and hypotheses through talking. Childname always articulates herself during classroom discussions. Childname always displays effective conversational skills to engage in and extend discussions.
use.
ideas, information and questions (ACELY1656)

Childname can focus on the key aspects of what she wants to say. Childname asks relevant questions to extend her understanding and knowledge. Childname asks relevant questions to extend her understanding and knowledge.
collaborative situations (ACELY1676)

Interacting with Others

in discussions (ACELY1666)
Childname always contributes to class discussions by asking questions, clarifying information
situations (ACELY1646)
Childname is beginning to offer ideas about a text in a small group. Childname is beginning to take a more active part in group discussions. Childname usually listens attentively during class discussions. Childname listens to conversations and discussions and contributes her ideas. Childname listens to spoken texts, taking notes and discussing key ideas. Childname often asks questions and clarifies her understanding when discussing a topic.
and prompting others to engage in conversation.
Childname usually listens attentively and responds appropriately to adults and other Childname creates conversation about content she is learning and is beginning to connect Childname can mostly identify closed questions require a precise response while open
Childname participates in conversations and is able to stay on topic. Childname is able to maintain her attention during group discussions. Childname negotiates fairly in collaborative situations, listening and sharing ideas. Childname asks questions to clarify or follow up on information.
children. ideas from her peers to her own experiences. questions encourage the speaker to give more information.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname displays conversational skills to engage in and extend discussions with her
Childname usually listens attentively during shared reading. Childname is able to give well-structured descriptions and explanations. Childname is willing to take a more active part in group discussions. Childname can explain relevant ideas and share information in classroom discussions. Childname identifies and discusses different levels language and their context of use.
teachers and peers.
Childname is usually able to maintain her attention. Childname sometimes needs encouragement to share her ideas. Childname asks appropriate questions when collaborating with peers.
Childname needs encouragement to put forward her own ideas during class discussions Childname is beginning to listen to spoken texts more attentively, taking notes and asking Childname contributes to class discussions by asking questions, clarifying information and
Childname has made efforts to join in group discussions. Childname is starting to display appropriate listening skills during class discussions. Childname is beginning to listen to and contribute to conversations and class discussions. Childname asks some questions to clarify her understanding when discussing a topic.
about texts. about key ideas. prompting others to engage in conversation.
Low
Low
Low
Low
Low
Low
Low
With encouragement, Childname creates conversation about the content she is learning and is Childname is beginning to identify closed questions require a precise response while open
Childname enjoys listening to stories, poetry and non-fiction. Childname needs encouragement to put forward her own ideas during class discussions. Childname sometimes has difficulty following instructions. Childname is developing her collaboration skills. Childname asks some questions to clarify or follow up on information.
beginning to connect ideas from her peers to her own experiences. questions encourage the speaker to give more information.
Childname is working towards identifying and discussing different levels language and their Childname is developing her conversational skills when interacting with her teachers and
Childname is starting to display listening behaviours. Childname needs encouragement to put forward her own ideas during class discussions. Childname needs encouragement to put forward her own ideas during class discussions.
context of use. peers.
response to the topic, using familiar and new vocabulary and a range of vocal effects such
Use interaction skills including listening while others speak, using appropriate voice levels,
Use interaction skills such as acknowledging another’s point of view and linking students’
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal
disagreement in an appropriate manner, speaking clearly and varying tone, volume and
Use interaction skills, varying conventions of spoken interactions such as voice volume,
Use interaction skills, including active listening behaviours and communicate in a clear,
Use interaction skills including initiating topics, making positive statements and voicing
Childname participates enthusiastically in group dicussions, giving reasons for her Childname participates enthusiastically in pair, group and class discussions, clearly Childname uses a range of interaction skills for different social settings, audiences and Childname uses appropriate and engaging language during presentations and debates to
cues and choose vocabulary and vocal effects appropriate for different audiences and
coherent manner using a variety of everyday and learned vocabulary and appropriate
tone, pitch and pace, according to group size, formality of interaction and needs and
Childname always listens attentively while others speak and responds appropriately. Childname participates in conversations and is able to stay on topic. Childname consistently participates in class discussions, putting forward thoughtful ideas.
Use interaction skills including turn-taking, recognising the contributions of others,
opinions and responding appropriately to disagreements. explaining her ideas and thoughtfully elaborating on others opinions. purposes. captivate her audience.
as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
articulation and body language, gestures and eye contact (ACELY1784)
speaking clearly and using appropriate volume and pace (ACELY1788)

High
High
High
High
High
High
High
Childname is happy to take turns when speaking and listening in group and class Childname initiates discussions and can focus on the key aspects of what she wants to Childname demonstrates active listening skills by responding appropriately to instructions Childname experiments with a range of voice effects when making formal presentations to
Childname is happy to take turns when speaking and listening. Childname always interacts with her teachers and peers in a responsible and considerate way. Childname speaks eloquently, communicating at an appropriate pace, tone, pitch and volume.
discussions. say. and contributing to discussions. engage her audience.
Childname speaks audibly and fluently with a good understanding of Standard Australian Childname speaks audibly and fluently with a good understanding of Standard Australian Childname communicates eloquently, using a variety of learned vocabulary, appropriate Childname applies new acquired vocabulary to her discussions and demonstrates a clear
tone, pace, pitch and volume (ACELY1792)

Childname speaks carefully and clearly. Childname cleverly uses technical language to report or explain ideas with others. Childname chooses specific vocabulary in a discussion to meet her audience's needs.
English. English. tone, pace, pitch and volume. understanding of the topic at hand.
expertise of the audience (ACELY1816)

pace appropriately (ACELY1789)

Childname participates in group discussions, is beginning to give reasons for her opinions Childname participates in pair, group and class discussion, explaining most of her ideas in Childname uses appropriate language during presentations and debates to captivate her
purposes (ACELY1796)
Childname is beginning to take a more active part in group and class discussions. Childname adapts her speech to a broad range of situations. Childname participates in class discussions, putting forward some thoughtful ideas. Childname uses some interaction skills for different social settings, audiences and purposes.
and usually responds appropriately to disagreements. a clear and coherent manner. audience.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname demonstrates listening skills by responding to instructions and contributing to Childname experiments with some voice effects when making formal presentations to engage
Childname takes turns and listens to what others say. Childname takes turns and listens to what others say. Childname participates in conversations and is able to stay on topic. Childname interacts with her teachers and peers in a responsible and considerate way. Childname speaks fluently communicating at an appropriate pace, tone, pitch and volume.
discussions. her audience.
Childname usually speaks audibly and fluently with a good understanding of Standard Childname communicates clearly, using learned vocabulary, appropriate tone, pace, pitch Childname is beginning to apply new acquired vocabulary to her discussions and
Childname listens and responds appropriately to adults and other children. Childname usually speaks carefully and clearly. Childname uses technical language to report or explain her ideas with others. Childname communicates effectively in pairs, groups and whole class discussions.
Australian English. and volume. demonstrates a sound understanding of the topic at hand.
Childname is beginning to participate in pair, group and class discussions and is Childname occasionally participates in class discussions and with encouragement can put Childname is beginning to use some interaction skills for different social settings, audiences With guidance, Childname uses appropriate language during presentations and debates to
Childname uses simple sentences/phrases when speaking. Childname is beginning to adapt her speech to a broader range of situations. Childname is making efforts to join in group discussions.
developing her ability to explain her ideas. forward some thoughtful ideas. and purposes. captivate her audience.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to participate in class discussions, give reasons for her opinions Childname is developing her active listening school and is working on staying focused Childname is working towards applying newly acquired vocabulary to her discussions to Childname is working towards experimenting with voice effects when making formal Childname is developing her speaking skills and is starting to communicate at an appropriate
Childname attempts to make efforts to join in whole class discussions. Childname usually takes turns and listens to what others say.
and responds appropriately to disagreements. during class discussions. demonstrate his understanding. presentations to engage her audience. pace, tone, pitch and volume.
At times, Childname can find it challenging communicating effectively in social situations and
Childname is beginning to display listening behaviours. Childname speaks carefully and clearly with prompting. Childname usually speaks audibly and fluently during class discussions. Childname is developing her communication skills. Childname is working towards interacting with her teachers and peers in a sensible manner. Childname finds it challenging to apply technical language is her conversations with others.
often needs encouragement to get her ideas across in discussions.
sequenced content and multimodal elements (ACELY1700)

Plan and deliver short presentations, providing some key
Rehearse and deliver short presentations on familiar and
Analyse how text structures and language features work

Childname confidently makes short presentations using appropriate language and Childname delivers her presentations in a well-planned and engaging manner. She uses Childname is a talented public speaker, who can plan, rehearse and deliver interesting and Childname has a thorough understanding of the relationship between text structure and
Plan, rehearse and deliver presentations incorporating

Deliver short oral presentations to peers (ACELY1647)
learned content and taking into account the particular

Childname is happy to make brief oral presentations to the class. Childname confidently delivers short presentations on a range of topics. Childname can plan and deliver engaging and logically sequenced presentations.
introduced text structures and language, for example
together to meet the purpose of a text (ACELY1711)

audiences and purposes incorporating accurate and
Plan, rehearse and deliver presentations for defined
structure. descriptive detail and relevant facts to engage her audience. accurately structured presentations that captivate her audience. language features and how they work together to meet the purpose of a text.
High
High
High
High
High
High
High
details in logical sequence (ACELY1677)
purposes and audiences (ACELY1689)

Make short presentations using some
Childname can focus on the key aspects of what she wants to say while delivering a short Childname demonstrates thorough research and planning to support his presentations using
opening statements (ACELY1657)
oral presentation. detail, images, graphics and sounds to engage her audience.

new topics (ACELY1667)
Childname makes short presentations using appropriate language and structure with Childname can plan and deliver short presentations with some key details in a logical Childname delivers her presentations in a well-planned and thoughtful manner. She is Childname has a sound understanding of the relationship between text structure and
Childname is usually happy to participate in brief oral presentations to the class. Childname delivers short presentations on a range of topics. Childname can plan, rehearse and deliver interesting presentations that engage her audience.
increasing confidence. sequence. beginning to use more descriptive detail and relevant facts to engage her audience. language features and how they work together to meet the purpose of a text.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname demonstrates sound research and planning to support her presentations using
Childname participates in group or pair activities involving discussions.
detail, images, graphics and sounds to engage her audience.
Childname needs support and encouragement to participate in brief oral presentations to Childname is beginning to make short presentations using appropriate language and Childname is developing her presentation skills by working on her planning and structure. Childname has a basic understanding of the relationship between text structure and language
Childname can deliver a short presentation on a familiar topic. Childname is developing her ability to plan and deliver short presentations. Childname can plan, rehearse and deliver simple presentations that engage her audience.
the class. structure. She is beginning to use more descriptive detail and relevant facts to engage her audience. features and how they work together to meet the purpose of a text.
Low
Low
Low
Low
Low
Low
Low
Childname participates in group or pair activities involving discussions with encouragement. Childname is developing her research and planning skills to support her presentations.
Describe some differences between imaginative informative
informative and persuasive texts to meet the purpose of the
Analyse how text structures and language features work

Childname understands that an imaginative text has a beginning, middle and end and is a Childname is able to identify and describe some of the differences between imaginative, Childname is able to accurately identify the audience of informative, imaginative and Childname confidently identifies the audience and purpose of imaginative, informative and Childname can identify specific characteristic features that authors use when composing Childname gives detailed descriptions of characteristics, texts structures and language Childname has a thorough understanding of the relationship between text structure and
language features used in imaginative, informative and

Identify and explain characteristic text structures and
together to meet the purpose of a text (ACELY1711)

Identify the audience of imaginative, informative and
Identify some differences between imaginative and
'made up' story to entertain. informative and persuasive texts. persuasive texts. persuasive texts. imaginative, informative and persuasive texts. features in a range of text types. language features and how they work together to meet the purpose of a text.
Identify characteristic features used in imaginative,

Identify the audience and purpose of imaginative,
persuasive texts to meet the purpose of the text

informative and persuasive texts (ACELY1678)
High
High
High
High
High
High
High
Interpreting, Analysing,Evaluating
Childname understands that an informative text gives information about a topic, usually Childname recognise the author's point of view on a topic and she can clearly identify the
and persuasive texts (ACELY1658)
informative texts (ACELY1648)
persuasive texts (ACELY1668)
has a contents page and is 'true'. key words and images used to persuade the audience.
text (ACELY1690)
Childname is beginning to identify and describe some of the differences between Childname is usually able to identify the audience of informative, imaginative and Childname mostly identifies the audience and purpose of imaginative, informative and Childname can identify some characteristic features that authors use when composing Childname gives descriptions of characteristics texts structures and language features in text Childname has a sound understanding of the relationship between text structure and
(ACELY1701)
Childname understands that an imaginative text is a 'made up' story to entertain.
imaginative, informative and persuasive texts. persuasive texts. persuasive texts. imaginative, informative and persuasive texts. types. language features and how they work together to meet the purpose of a text.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to recognise the author's point of view on a topic and she can
Childname understands that an informative text gives information about a topic that is 'true'.
identify some of the key words and images used to persuade the audience.
Childname is beginning to identify some of the differences between imaginative and Childname is developing the ability to identify the audience of informative, imaginative and With support, Childname can identify the audience and purpose of imaginative, Childname is working towards identifying characteristic features that authors use when Childname gives some description of characteristics texts structures and language features in Childname has a basic understanding of the relationship between text structure and language
Childname understands that texts can be 'made up' or 'true'.
informative texts. persuasive texts. informative and persuasive texts. composing imaginative, informative and persuasive texts. some text types. features and how they work together to meet the purpose of a text.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to recognise the author's point of view on a topic and at times,
needs teacher support to identify key words and image used to persuade the audience.
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge,
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing
Childname has a passion for reading and is able to read a variety of text types by using
using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting
Childname is an enthusiastic reader. She uses a variety of skills, strategies and knowledge to
Childname reads challenging decodable storybooks. Childname is a fluent and confident reader. Childname independently reads more complex books with confidence. his contextual, semantic, grammatical and phonic knowledge and using text processing Childname reads a variety of texts for specific purposes. Childname enjoys selecting, navigating and reading texts for a range of purposes.
and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-
read different types of texts.

strategies.
structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
High
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical
Childname can use knowledge of letter sounds and contextual methods to help read Childname is able to make logical predictions about what might happen in a text based on Childname uses a variety of skills, strategies and knowledge to make decisions about Childname is a talented reader who can entertain an audience when reading with engaging Childname is a talented reader who uses text-processing strategies, such as predicting, Childname uses her subject and technical vocabulary and concept knowledge to support new
Childname reads unknown texts fluently.
unfamiliar words. what she has read so far. unknown words. fluency and expression. confirming, monitoring meaning, skimming and scanning to navigate challenging texts. reading tasks.
High
High
High
High
High
High
strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Childname confidently decodes unfamiliar words using letter sound knowledge and Childname uses research skills including identifying research purpose, locating texts,
Childname reads aloud with appropriate pitch, intonation and fluency. Childname independently reads more complex books. Childname analyses illustrations to help construct meaning in a text. Childname is a passionate reader who likes to read a wide range of texts for pleasure.
contextual clues. gathering and organising information, evaluating and using information.
confirming, monitoring meaning, skimming and scanning (ACELY1702)

Childname confidently reads aloud with fluency and intonation for pleasure and to
Childname uses grammar and context to work out the meaning of unfamiliar words. Childname self-corrects when reading by monitoring meaning. Childname is able to use context and meaning to self-correct when reading.
entertain an audience.
Childname enjoys reading and is able to read a variety of text types and is beginning to
use Childname is an keen reader. She uses skills, strategies and knowledge to read different
Childname can read one or more sentences correctly in simple books. Childname is developing confidence and fluency when reading. Childname is beginning to read more complex books independently. Childname is beginning to read a variety of texts for specific purposes. Childname is beginning to select, navigate and read texts for a range of purposes.
her contextual, semantic, grammatical and phonic knowledge and using text processing types of texts.
Middle
strategies.
reading (ACELY1659)
(ACELY1679)
Childname can read a number of predictable texts with many high frequency words using Childname uses knowledge of letter sounds and is beginning to use context to help read Childname is able to make reasonable predictions about what might happen in a text Childname uses some skills, strategies and knowledge to make decisions about unknown Childname enjoys reading and is regularly improving her ability to read with fluency and Childname uses text processing strategies, such as predicting, confirming, monitoring Childname is beginning to use her subject and technical vocabulary and concept knowledge
Middle
Middle
Middle
Middle
Middle
Middle
illustrations to assist her. unfamiliar words. based on what she has read so far. words. expression. meaning, skimming and scanning to navigate challenging texts. to support new reading tasks.
Childname decodes unfamiliar words using letter sound knowledge and contextual clues
Childname reads aloud with increasing use of pitch, intonation and fluency. Childname is beginning to read more complex books with some encouragement. Childname uses some illustrations to help construct meaning in a text. Childname enjoys reading a wide range of texts for pleasure.
with increasing confidence.
Childname can read aloud with some fluency and intonation for pleasure and to entertain
Childname understands the meaning of commonly used words in texts. Childname is beginning to self-correct when reading by monitoring meaning. Childname rereads a sentence if the meaning is unclear.
an audience.
Literacy
Literacy
Literacy
Literacy
Literacy
Literacy
Literacy
With support, Childname is beginning to use an increasing range of skills, strategies and Childname is working towards developing her skills in reading aloud with fluency and With support, Childname is beginning to select, navigate and read texts for a range of
Childname reads some words in a sentence correctly. Childname can recognise familiar words in simple texts. Childname can recognise familiar words in simple texts. With encouragement, Childname is beginning to read a variety of texts for specific purposes.
knowledge to read a range of texts. expression. purposes.
Low
Childname attempts to make predictions about what might happen in a text based on what Childname finds it challenging to use a variety of skills, strategies and knowledge to make Childname is developing her passion for reading and is beginning to read a wider variety of Childname is beginning to use some text-processing strategies, such as predicting, With guidance, Childname is beginning to use her subject and technical vocabulary and
Childname reads familiar texts with repeated language patterns with assistance. Childname is developing confidence when reading.
she has read so far. decisions about unknown words. texts for pleasure. confirming, monitoring meaning, skimming and scanning to navigate challenging texts. concept knowledge to support new reading tasks.
Low
Low
Low
Low
Low
Low
Childname attempts to decode unfamiliar words using letter sound knowledge and
Childname is beginning to develop fluency and understanding by revisiting familiar texts. Childname is beginning to sound out unfamiliar words. Childname is beginning to use some illustrations to help construct meaning in a text.
contextual clues.
Childname attempts to use experience to work out word meanings. Childname is beginning to self-correct when reading familiar words. Childname attempts to rereads a sentence if the meaning is unclear. Childname is developing her ability to read aloud with some fluency and intonation.
Use comprehension strategies to analyse information, integrating and

Use comprehension strategies to build literal and inferred meaning to
linking ideas from a variety of print and digital sources (ACELY1703)

Use comprehension strategies to build literal and inferred meaning
Use comprehension strategies to interpret and analyse information

and begin to evaluate texts by drawing on a growing knowledge of
Childname demonstrates understanding of what they are reading by answering inferential Childname can make coherent and logical predictions about what might happen next in a Childname uses a range of comprehension strategies to build her literal and inferred Childname is able to critically analyse information and link ideas by using her confident Childname uses a range of comprehension strategies to interpret and analyse information and
of context, language and visual features and print and multimodal
Childname is able to infer meaning from what she reads. Childname is able to infer meaning from what she reads.
of context, text structures and language features (ACELY1660)
Use comprehension strategies to understand and discuss texts
they listen to, view and read by drawing on growing knowledge
and ideas, comparing content from a variety of textual sources

questions.
and begin to analyse texts by drawing on growing knowledge
text by activating prior knowledge and using inferential comprehension strategies. understanding of a text. comprehension skills. ideas.
expand content knowledge, integrating and linking ideas and
context, text structures and language features (ACELY1680)
High
High
High
High
High
High
listened to, viewed or read independently (ACELY1650)
about key events, ideas and information in texts that
including media and digital texts (ACELY1713)

High
Childname is able to make predictions to determine what a text is about by using Childname is beginning to analyse texts by drawing on knowledge of context, language Childname is beginning to evaluate texts by drawing on knowledge of context, text Childname uses a range of research skills to evaluate and summarise key information from
analysing and evaluating texts (ACELY1692)
Childname is able to remember what has been read and can discuss the subject matter. Childname is confidently able to make connections between her own experiences and the text. Childname gives detailed comparisons of a variety of digital sources.
illustrations and known words. and visual features with increasing confidence. structures and language features with confidence. relevant sources.
text structures (ACELY1670)
Childname is engaged when reading and regularly asks thoughtful questions to extend her
Childname is able to recall key facts and discuss topics raised in informational texts. Childname will independently ask questions before and after reading. Childname can make clear connections between her own experiences and other texts.
understanding.
Lite
Lite
Lite
Lite
Lite
Lite
Lite
Use comprehension strategies to analyse information, integrating and
Use comprehension strategies to build literal and inferred meaning to
linking ideas from a variety of print and digital sources (ACELY1703)

Use comprehension strategies to interpret and analyse information

and begin to evaluate texts by drawing on a growing knowledge of
of context, language and visual features and print and multimodal
of context, text structures and language features (ACELY1660)
Use comprehension strategies to understand and discuss texts
they listen to, view and read by drawing on growing knowledge
and ideas, comparing content from a variety of textual sources

and begin to analyse texts by drawing on growing knowledge
expand content knowledge, integrating and linking ideas and

context, text structures and language features (ACELY1680)
listened to, viewed or read independently (ACELY1650)
about key events, ideas and information in texts that
including media and digital texts (ACELY1713)

analysing and evaluating texts (ACELY1692)
text structures (ACELY1670)
Childname can make predictions about what might happen next in a text by activating Childname uses some comprehension strategies to build her literal and inferred
Childname attempts to predict what will happen in a text based on the cover illustration. Childname can re-read a sentence if the meaning is unclear. Childname is beginning to infer meaning from what she reads. Childname can analyse information and link ideas by using her confident comprehension skills. Childname locates specific literal information in texts.
prior knowledge and using literal and inferential comprehension strategies. understanding of a text.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname discusses the meaning of what has been read to her and is beginning to infer Childname is developing an understanding of text analysis through knowledge of context, Childname is beginning to evaluate texts by drawing on knowledge of context, text Childname uses research skills to evaluate and summarise key information from relevant
Childname is beginning to understand inferred meaning. Childname is able to make connections between her own experiences and the text. Childname uses comprehension strategies to interpret and analyse information and ideas.
meaning. language and visual features. structures and language features. sources.
Childname is beginning to use some comprehension strategies to build literal and inferred Childname is beginning to use some comprehension strategies to build her literal and inferred Childname is beginning to analyse information and link ideas by using her confident
Childname tells a story based on illustrations. Childname understands that words, signs, symbols and pictures convey meaning. Childname is able to remember what she has read and can discuss the subject matter. Childname compares of a variety of digital sources.
meaning of texts. understanding of a text. comprehension skills.
Low
Low
Low
Low
Low
Low
Low
Childname is developing her ability to make connections to texts through personal Childname is developing her research skills to evaluate and summarise key information from Childname is beginning to use comprehension strategies to interpret and analyse information
Childname recalls some details from illustrations in a storybook. Childname can answer simple questions about what has been read to her. Childname is able to make connections between images and print. Childname is able to make some connections between her own experiences and the text.
experiences and through the information and the images in a text. relevant sources. and ideas.
Create short imaginative, informative and persuasive texts using growing knowledge of text
choosing text structures, language features, images and sound appropriate to purpose and
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
Create short imaginative and informative texts that show emerging use of appropriate text
Create short texts to explore, record and report ideas and events using familiar words and
Childname plans and publishes her writing to engage the appropriate audience. She
structures and language features for familiar and some less familiar audiences, selecting
print and multimodal elements appropriate to the audience and purpose (ACELY1671)
Childname writes imaginative and informational texts using appropriate text structure, Childname writes stories using great imagination, description and detail, incorporating a Childname has an excellent ability to plan and publish detailed and cleverly structured
structure, sentence-level grammar, word choice, spelling, punctuation and appropriate
increasing control over text structures and language features and selecting print, and
information and supporting details for a widening range of audiences, demonstrating

Childname can write one or more simple sentences. consistently uses the correct text structure and incorporates a variety of interesting Childname can creatively plan and publish a range of texts to engage her audience. Childname finds it interesting to analyse the strategies authors use to influence their readers.
Plan, draft and publish imaginative, informative and persuasive texts demonstrating
Plan, draft and publish imaginative, informative and persuasive texts containing key
grammar and word choice. range of language features and text structures. imaginative, informative and persuasive texts.
language features.
multimodal elements appropriate to the audience and purpose (ACELY1682)
increasing control over text structures and language features (ACELY1694)

multimodal elements, for example illustrations and diagrams (ACELY1661)
High
High
High
High
High
High
High
Analyse strategies authors use to influence readers (ACELY1801)
Childname can produce a range of texts appropriate to the audience and purpose, Childname conducts thorough research using print and digital resources to gather Childname uses a variety of simple, complex and compound sentence to cleverly express
Childname is able to write about one or two ideas. Childname includes appropriate diagrams and illustrations in her writing. Childname uses paragraphs effectively to logically sequence her writing.
including persuasive, informational and imaginative texts. information for a writing purpose. and combine ideas.
Childname can write some compound sentences using joining words, for example 'and', Childname can effectively use simple, compound and complex sentences to express and Childname uses language features in an innovative manner to captivate her audience when
beginning writing knowledge (ACELY1651)
Childname consistently uses correct punctuation in her writing.

'but'. combine ideas. writing.
audience (ACELY1704)
Childname writes stories using great imagination and description and is beginning to Childname plans and publishes writing using correct text structures and some interesting Childname plans and publishes detailed imaginative, informative and persuasive texts with
Childname can talk about what she is going to write. Childname writes sentences with minimal support. Childname uses expressive language and text structure to engage her reader. Childname analyses the strategies authors use to influence their readers.
incorporate a wider range of language features. language features. increasing control over text structure and language features.
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to write imaginative and informational texts using appropriate text Childname is beginning to produce a range of texts appropriate to the audience and
Childname can write a recognisable sentence with some words spelled correctly. Childname uses print and digital resources to gather information for a writing purpose. Childname uses simple, complex and compound sentence to express and combine ideas. Childname selects appropriate text structures for an effective message.
structure, grammar and word choice. purpose, including persuasive, informational and imaginative texts.
Childname is beginning to develop simple writing vocabulary. Childname is beginning to use correct punctuation in her writing. Childname can use simple, compound and complex sentences in her writing. Childname uses paragraphs to sequence her writing.
Childname creates simple texts using some control over structure and some language Childname is beginning to plan and publish more detailed imaginative, informative and Childname is developing her writing ability, focusing on structure and effective use of
Childname attempts to write her name. Childname is beginning to write in sentences with support. Childname is beginning to write more complex sentences independently. Childname is beginning to analyse the strategies authors use to influence their readers.
features. persuasive texts with increasing control over text structure and language features. language features to engage her audience.
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to use print and digital resources to gather information for a Childname is working towards using simple, complex and compound sentence to express and
Childname engages in writing-like behaviour using scribble or strings of letters. Childname sometimes finds it difficult to organise her ideas into sentences. Childname uses familiar words and phrases to convey meaning. Childname is beginning to use paragraphs to sequence her writing.
writing purpose. combine ideas.
Childname is developing her use of simple, compound and complex sentences in her
Childname is beginning to communicate meaning through simple words and phrases.
writing to combine ideas.
to improve meaning, spelling and punctuation (ACELY1662)
Re-read and edit for meaning by adding, deleting or moving
structures, language features, images and digital resources

Re-read student’s own texts and discuss possible changes
Re-read and edit texts for meaning, appropriate structure,
agreed criteria for text structures and language features

Childname always re-reads and edits her writing to ensure meaning, appropriate structure Childname always re-reads her work for meaning and consistently edits to improve structure Childname can confidently create different information texts for different audiences, including
persuasive texts, choosing and experimenting with text

words or word groups to improve content and structure
Re-read and edit student’s own and others’ work using

Participate in shared editing of students’ own texts for
Re-read and edit text for spelling, sentence-boundary

Childname is able to read what she has written to check that it makes sense. Childname is able to read what she has written and suggest changes to improve meaning. Childname independently edits her writing, checking for spelling, punctuation and meaning. Childname successfully edits her peer's work following an agreed criteria.
grammatical choices and punctuation (ACELY1683)
appropriate to purpose and audience (ACELY1714)

Plan, draft and publish imaginative, informative and
and correct grammar and punctuation. and content. the appropriate information, structure and language features to engage each audience target.
High
High
High
High
High
High
High
punctuation and text structure (ACELY1672)
meaning, spelling, capital letters and full
Childname re-reads and edits her own work to ensure her writing follows the correct structure Childname is a skilled composer. She can plan, draft and publish detailed texts using digital
Childname can talk about her writing using grammatically correct vocabulary. Childname is able to read what she has written and self-correct spelling and punctuation.
and engaging language features have been used. resources that are appropriate to a purpose and audience.
stops (ACELY1652)
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Childname usually re-reads and edits her writing to ensure meaning, appropriate structure Childname can create different information texts for different audiences, including some
(ACELY1695)
(ACELY1705)
Childname can read her writing aloud. Childname is able to read what she has written to check that it makes sense. Childname is beginning to check her writing for spelling, punctuation and meaning. Childname re-reads and edits her work for meaning, improved structure and content. Childname edits his peer's work following an agreed criteria.
and correct grammar and punctuation. appropriate information, structure and language features to engage each audience target.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname edits her work to ensure important details are left in and where other details can be Childname can plan, draft and publish texts using digital resources that are appropriate to a
Childname can talk about her own writing and drawing. Childname is able to read what she has written and attempt to correct some spelling errors.
removed. purpose and audience.
Childname is developing her ability to create different information texts for different audiences,
Childname can share her writing with an adult and suggest improvements through Childname is developing her re-reading and editing skills to ensure meaning, correct Childname is beginning to re-read and edit her work for meaning, improved structure and
Childname shares her writing with the teacher or her friends. Childname can read her writing aloud. Childname is beginning to edit her peer's work following an agreed criteria. including some appropriate information, structure and language features to engage each
discussion. structure, grammar and punctuation. content.
audience target.
Low
Low
Low
Low
Low
Low
Low
Childname is developing her understanding of editing her work to ensure important details are Childname can plan, draft and publish simple texts using digital resources that are appropriate
Childname can talk about her own writing and drawing with prompting. Childname is beginning to identify some spelling errors and attempt to correct them.
left in and when other details can be removed. to a purpose and audience.
Write using clearly-formed joined letters, and develop increased fluency and automaticity
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
Write legibly and with growing fluency using unjoined upper case and lower case letters
Childname always takes care when writing, ensuring letters are joined, clearly formed and Childname takes pride in her work, always using clearly-formed joined letters. She writes Childname has a keen eye for detail and enjoys editing her own work and the work of others.
Re-read and edit students’ own and others’ work using agreed criteria and explaining
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Childname uses capital letters for names. Childname practises handwriting patterns effectively and uses them in her writing. Childname writes letters and numbers of the correct size and with appropriate spacing. Childname's handwriting is elegantly formed with clear fluency and precision.
consistent in size. smoothly with fluency and automaticity. She always follows the set criteria and gives appropriate reasons for her editing choices.
High
High
Write using unjoined lower case and upper case letters (ACELY1663)
Produce some lower case and upper case letters using learned letter
High
High
High
High
High
Childname can add and remove content to her writing and gives detailed explanations for her
Childname writes well formed letters. Childname's letters are clear and correctly formed. Childname produces writing that is neat and clear.
editing decisions.
Childname can write her first and last name correctly. Childname writes clearly with appropriate spacing between words.
editing choices (ACELY1715)

formations (ACELY1653)
Childname usually writes letters and numbers of the correct size and with appropriate Childname enjoys editing her own work and the work of others. She follows the set criteria and
Childname forms most letters correctly. Childname's letters are generally well formed. Childname takes care when writing, ensuring letters are joined and consistent in size. Childname mostly writes using clearly-formed joined letters. Childname's handwriting is accurately joined and consistent in size.
spacing. gives appropriate reasons for her editing choices.
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Middle
Middle
(ACELY1696)
(ACELY1673)
Middle
Middle
Middle
Middle
Middle
Childname can write from left to right and leave spaces between words. Childname's letters are usually shaped clearly. Childname usually produces writing that is neat and clear. Childname demonstrates fluency and automaticity in her letter formation when writing. Childname has neat and legible handwriting. Childname can add and remove content to her writing and can explain her editing decisions.
Childname can write her first name correctly. Childname is able to write most letters of the alphabet correctly.
Childname is beginning to form lower case letters in the correct direction and starts and Childname is working towards improving her ability to form clearly-formed joined letters and Childname is developing her editing skills and is beginning to edit her own work and the work
Childname can write recognisable letters and symbols. Childname can correctly write most letters and symbols. Childname finds it challenging to form joined letters and write in a consistent size. Childname is developing her handwriting style to keep it uniform, fluent and legible.
finishes in the correct place. write in a fluent manner. of others. She follows the set criteria and gives some reasons for her editing choices.
Childname is beginning to form lower case letters in the correct direction, starting and Childname can add and remove some content to her writing and can explain some of her
Low
Low
Low
Low
Low
Low
Low
Childname is beginning to form capital letters and digits 0-9 correctly. Childname is writing with increased accuracy and legibility.
finishing in the correct place. editing decisions.
Childname can trace her first name correctly.

software including word processing programs (ACELY1664)
programs with fluency to construct, edit and publish written

Construct texts using software including word processing
Construct texts featuring print, visual and audio elements
automatic and varies according to audience and purpose

Construct texts that incorporate supporting images using
featuring visual, print and audio elements (ACELY1685)

growing speed and efficiency to construct and edit texts
Childname is able to use digital technology to construct texts and include supporting Childname uses digital technology confidently to create texts that include print, visual and Childname is confident in using a variety of software to construct and edit texts using
programs to construct, edit and publish written text, and

Childname has a thorough understanding of a number of software programs and can use Childname is confident in her ability to use a variety of software programs to construct, edit Childname has an eye for detail, always taking pride in the fluency and automaticity of her
Use software including word processing programs with
select, edit and place visual, print and audio elements
text, and select, edit and place visual, print and audio
Childname can use computer software to create simple texts.
Develop a handwriting style that is legible, fluent and

images or diagrams. audio elements. visual, print and audio elements.
Use a range of software including word processing

these tools to publish texts.
Use a range of software including word processing

and publish written texts. handwriting.
High
High
High
High
High
High
High
using software, including wordprocessing
Childname uses a variety of publishing techniques when using software including, visual and Childname creatively uses a range of software tools, such as visual and audio elements to Childname can effectively vary her handwriting ability according to her audience and purpose,
audio elements. publish her work. such as when note taking compared to a published piece of writing.
programs (ACELY1654)
programs (ACELY1674)
elements (ACELY1707)
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Creating Texts
Childname is beginning to use digital technology to construct texts and include supporting Childname uses digital technology to create texts that include print, visual and audio Childname is beginning to use a variety of software to construct and edit texts using Childname has a sound understanding of some software programs and can use these tools to
(ACELY1697)
(ACELY1716)
Childname is beginning to experiment with creating simple texts on the computer. Childname uses a variety of software programs to construct, edit and publish written texts. Childname takes care in the fluency and automaticity of her handwriting.
images or diagrams. elements with increasing confidence. visual, print and audio elements. publish texts.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname uses publishing techniques when using software including, visual and audio Childname can adapt her handwriting according to her audience and purpose, such as when
Childname use software tools, such as visual and audio elements, to publish her work.
elements. note taking compared to a published piece of writing.
Childname is beginning to use digital technology to create texts that include print, visual With support, Childname is beginning to use a variety of software to construct and edit Childname is developing her understanding of some software programs to use these tools to Childname is beginning to use more software programs to construct, edit and publish written
Childname experiments with the computer, mouse and keyboard with support. Childname is beginning to use digital technology to construct texts. Childname is beginning to take more care in the fluency and automaticity of her handwriting.
and audio elements. texts using visual, print and audio elements. publish texts. texts.
Low
Low
Low
Low
Low
Low
Low
Childname is developing her use of software tools, such as visual and audio elements to Childname is beginning to adapt her handwriting according to her audience and purpose, such
publish her work. as when note taking compared to a published piece of writing.
programs, learning new functions as required to create texts

Childname has an excellent understanding of software tools and is able to learn new functions
Use a range of software, including word processing

as required to create her texts.
High
Creating Texts
Childname has a sound understanding of software tools and is able to learn some new
(ACELY1717)
functions as required to create her texts.
Middle
Childname is developing her understanding of software tools and with support, is able to learn
new functions as required to create her texts.
Low
General comments Foundation General comments Year One General comments Year Two General comments Year Three and Four General comments Year Five and Six
Childname is beginning to work cooperatively with others. Childname is beginning to work cooperatively with others. Childname enjoys writing stories and poetry. Childname enjoys listening to a range of texts. Childname's stories are well planned and imaginative.
Childname prefers working in smaller groups. Childname usually listens well. Childname can express her feelings. Childname listens to adults and her peers carefully. Childname's imaginative writing is full of original ideas and she uses an exciting range of vocabulary.
Childname is beginning to understand turn-taking when talking in small groups. Childname prefers working in smaller groups. Childname is happy to take turns. Childname uses spoken language effectively and appropriately in a range of contexts. Childname has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. Childname is beginning to check through her work to ensure accuracy.
Childname has begun to concentrate more. Childname has begun to concentrate more. Childname is eager to express her thoughts to others. Childname listens carefully and makes thoughtful and perceptive comments during discussions. Childname's written work is coherently structured and carefully thought out.
Childname can find it difficult to share and take turns. Childname can find it difficult to share and take turns. Childname is keen to share her interests with others. Childname approaches English activities with a positive attitude and can be proud of her consistent progress. Childname has a lively imagination.
Childname can lack concentration. Childname can lack concentration. Childname is beginning to work cooperatively with others. Childname asks insightful questions to improve her understanding of a text. Childname is beginning to think about using more descriptive words and phrases in her writing.
Childname is unwilling to participate in group activities. Childname is unwilling to participate in group activities. Childname prefers working in smaller groups. Childname enjoys exploring books to find out about a topic. Childname produces writing that is generally well punctuated.
Childname enjoys reading. Childname has difficulty following instructions. Childname has begun to concentrate more. Childname understands that personal enjoyment can be informed by reading experiences. Childname's general written work is more often coherently structured and well executed.
Childname is beginning to hold a pencil comfortably and correctly. Childname needs to listen more carefully to instructions. Childname can find it difficult to share and take turns. Childname reads fluently and has good expression when reading aloud. Childname is now more able to write independently, complete sentences and can spell most common words.
Childname demonstrates correct pencil grip, placement and posture. Childname enjoys reading. Childname can lack concentration. Childname shows obvious enjoyment in reading, choosing a good range of appropriate texts. Childname can spell most common words.
Childname is beginning to demonstrate correct pencil grip, placement and posture. Childname's reading has progressed very well. Childname is unwilling to participate in group activities. Childname uses a range of grammar, vocabulary and punctuation accurately in her writing. Childname can use paragraphs to mark significant changes of events or time.
Childname needs support and reminding of how to hold a pencil effectively. Childname is an enthusiastic reader. Childname enjoys reading. Childname writes compelling stories, creating varied and descriptive settings, characters and plots. Childname can write an information text using sub-headings, charts and labels.
Childname is able to maintain her attention. Childname takes pleasure in reading. Childname's reading has progressed very well. Childname is able to proof-read her writing to check for errors. Childname can organise her writing using connecting words and phrases.
Childname enjoys making contributions. Childname has made steady progress. Childname has a positive approach to a range of reading matter. Childname uses dictionaries to check and inform her writing. Childname can use different words for said, such as shouted, screamed etc.
Childname asks relevant and interesting questions. Childname has shown some improvement in reading. Childname is an enthusiastic reader. Childname can plan her writing by exploring similar texts, themes and grammatical structures. Childname consistently uses adjectives and adverbs appropriately to make her writing more interesting.
Childname is eager to express her thoughts to others. Childname is showing more interest in books as her skills improve. Childname takes pleasure in reading. Childname can use paragraphs to write a story with a sequence of events, leading towards a suitable resolution and ending. Childname is a leader when it comes to classroom discussions.
Childname has difficulty following instructions. Childname can hold a pencil comfortably and correctly. Childname make an effort to learn new words. Childname can use capital letters, full stops, exclamation marks, question marks and commas for lists more accurately. Childname is beginning to take a leadership role in classroom discussions.
Childname needs to listen more carefully to instructions. Childname presents work that is neat and clearly organised. Childname has worked hard to develop a solid sight vocabulary. Childname forms her handwriting correctly and her work is invariably well presented. Childname is beginning to participate more in classroom discussions.
Childname takes care to produce attractively presented work. Childname has made steady progress. Childname's handwriting is well-formed and more accurately joined. Childname uses expression and emotion in her reading to invoke emotion in the listener.
Childname creates interesting and lively work. Childname has shown some improvement in reading. Childname is beginning to think about using more descriptive words and phrases in her writing. Childname is beginning to use expression in her reading.
Childname has interesting ideas for story writing. Childname is showing more interest in books as her skills improve. Childname is now more able to write independently, in complete sentences and can spell most common words. Childname varies her pace and tone in her reading.
Childname usually produces work that is neat and clear. Childname enjoys writing about personal experiences. Childname can be a reluctant writer. Childname reads independently for enjoyment.
Childname is beginning to produce much neater work. Childname enjoys writing about fictional events. Childname can be a reluctant reader. Childname must remember to join her handwriting.
Childname can write her name without a template. Childname presents work that is neat and clearly structured. Childname enjoys working in pairs, groups and whole class situations. Childname's handwriting has improved recently.
Childname takes care and produces beautifully presented work that she should be proud
Childname needs encouragement to write more. With adult support, Childname is able to use simple sentence punctuation accurately.
of.
Childname enjoys writing stories and poetry. Childname loves to write and is always bursting with ideas and enthusiasm. Childname's handwriting has recently improved but she will need to keep practising her letter joins.
Childname needs encouragement to write more in the given time. Childname tends to write slowly and is not always able to get her ideas written in the time available.
Childname can distinguish between print, symbols and pictures in texts. Childname would benefit from using the prompts available to her when writing.
Childname is beginning to check her writing for errors, with support.
Childname tends to write slowly, and sometimes does not finish her work in the time available.
Childname can begin some of her sentences by telling the reader when or how things happen.
Childname is beginning to use simple adjectives to describe things.

Foundation Year One Year Two Year Three Year Four Year Five Year Six
By the end of Year 6, students recognise the properties of prime, composite,

square and triangular numbers. They describe the use of integers in everyday
By the end of Year 4, students choose appropriate strategies for
By the end of Year 5, students solve simple problems involving the four contexts. They solve problems involving all four operations with whole
calculations involving multiplication and division. They recognise common
operations using a range of strategies. They check the reasonableness of numbers. Students connect fractions, decimals and percentages as different
equivalent fractions in familiar contexts and make connections between
answers using estimation and rounding. Students identify and describe representations of the same number. They solve problems involving the
By the end of Year 2, students recognise increasing and decreasing By the end of Year 3, students recognise the connection between addition fraction and decimal notations up to two decimal places. Students solve
factors and multiples. They identify and explain strategies for finding addition and subtraction of related fractions. Students make connections
By the end of Year 1, students describe number sequences resulting from number sequences involving twos, threes and fives. They represent and subtraction and solve problems using efficient strategies for simple purchasing problems. They identify and explain strategies for
unknown quantities in number sentences involving the four operations. between the powers of ten and the multiplication and division of decimals.
skip counting by 2s, 5s and 10s. They identify representations of one half. multiplication and division by grouping into sets. They associate collections multiplication. They model and represent unit fractions. They represent finding unknown quantities in number sentences. They describe number
By the end of the Foundation year, students make connections between They explain plans for simple budgets. Students connect three They describe rules used in sequences involving whole numbers, fractions
They recognise Australian coins according to their value. Students explain of Australian coins with their value. Students identify the missing element money values in various ways. Students identify symmetry in the patterns resulting from multiplication. Students compare areas of regular
number names, numerals and quantities up to ten. They compare objects dimensional objects with two dimensional representations. They describe and decimals. Students connect decimal representations to the metric system
time durations. They describe 2D shapes and 3D objects. Students in a number sequence. Students recognise the features of three- environment. They match positions on maps with given information. and irregular shapes using informal units. They solve problems involving
using mass, length and capacity. Students connect events and the days transformations of two-dimensional shapes and identify line and rotational and choose appropriate units of measurement to perform a calculation. They
describe data displays. dimensional objects. They interpret simple maps of familiar locations. They Students recognise angles in real situations. They interpret and compare time duration. They interpret information contained in maps. Students
of the week. They explain the order and duration of events. They use symmetry. Students interpret different data sets. make connections between capacity and volume. They solve problems
Students count to and from 100 and locate numbers on a number line. explain the effects of one-step transformations. Students make sense of data displays. identify dependent and independent events. They describe different
appropriate language to describe location. Students order decimals and unit fractions and locate them on number involving length and area. They interpret timetables. Students describe
They carry out simple additions and subtractions using counting strategies. collected information. Students count to and from 10 000. They classify numbers as either odd methods for data collection and representation, and evaluate their
Students count to and from 20 and order small collections. They group lines. They add and subtract fractions with the same denominator. combinations of transformations. They solve problems using the properties of
They partition numbers using place value. They continue simple patterns Students count to and from 1000. They perform simple addition and or even. They recall addition and multiplication facts for single-digit effectiveness.
objects based on common characteristics and sort shapes and objects. Students continue patterns by adding and subtracting fractions and angles. Students compare observed and expected frequencies. They interpret
involving numbers and objects. Students order objects based on lengths subtraction calculations using a range of strategies. They divide collections numbers. Students correctly count out change from financial transactions. Students use the properties of odd and even numbers. They recall
Students answer simple questions to collect information and make simple decimals. They use appropriate units of measurement for length, area, and compare a variety of data displays including those displays for two
and capacities using informal units. They tell time to the half-hour. They and shapes into halves, quarters and eighths. Students order shapes and They continue number patterns involving addition and subtraction. multiplication facts to 10 x 10 and related division facts. Students locate
inferences. volume, capacity and mass, and calculate perimeter and area of categorical variables. They interpret secondary data displayed in the media.
use the language of direction to move from place to place. Students objects using informal units. They tell time to the quarter-hour and use a Students use metric units for length, mass and capacity. They tell time to familiar fractions on a number line. They continue number sequences
rectangles. They convert between 12- and 24-hour time. Students use a Students locate fractions and integers on a number line. They calculate a
classify outcomes of simple familiar events. They collect data by asking calendar to identify the date and the months included in seasons. They the nearest minute. Students make models of three-dimensional objects. involving multiples of single-digit numbers. Students use scaled
grid reference system to locate landmarks. They measure and construct simple fraction of a quantity. They add, subtract and multiply decimals and
questions, draw simple data displays and make simple inferences. draw 2D shapes. They describe outcomes for everyday events. Students Students conduct chance experiments and list possible outcomes. They instruments to measure temperatures, lengths, shapes and objects. They
different angles. Students list outcomes of chance experiments with divide decimals where the result is rational. Students calculate common
collect, organise and represent data to make simple inferences. conduct simple data investigations for categorical variables. convert between units of time. Students create symmetrical shapes and
equally likely outcomes and assign probabilities between 0 and 1. percentage discounts on sale items. They write correct number sentences
patterns. They classify angles in relation to a right angle. Students list the
Students pose questions to gather data, and construct data displays using brackets and order of operations. Students locate an ordered pair in any
probabilities of everyday events. They construct data displays from given
appropriate for the data. one of the four quadrants on the Cartesian plane. They construct simple
or collected data.
prisms and pyramids. Students describe probabilities using simple fractions,
decimals and percentages.
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Childname independently counts forwards to 30 or higher from a given Childname confidently and fluently counts by twos, threes, fives and tens Childname can identify even numbers using skip counting by twos or by Childname understands the concept of factors and multiples and can use Childname can identify and describe the properties of prime, composite,
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Childname independently counts to 100 and beyond from a given number. Childname can use the four operations to check accuracy of calculations.
number. from any starting point. grouping even collections of objects in twos. this knowledge to solve problems. square and triangular numbers.
Childname confidently counts backwards from a given number in the Childname can identify and explain why all numbers that end in one, Childname can identify odd and even numbers after completing advanced Childname successfully explores factors and multiples using number Childname confidently understands that some numbers have special
Childname confidently skip counts by twos, fives and tens. Childname recognises and describes patterns in number sequences.
range of 0-20 or higher. three, five, seven and nine are odd. problem solving questions. sequences. properties and that these properties can be used to solve problems.
Childname can competently represent composite numbers as a product of

Childname is beginning to understand the properties of odd and even
Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
Childname can confidently use divisibility tests. their prime factors and use this form to simplify calculations by cancelling
numbers and can use this knowledge to solve problems with assistance.
common primes.
Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)
High
High
High
High
High
High
High
Childname can use the four operations with one odd and one even Childname is capable of using a range of factors and multiples without Childname can competently understand that if a number is divisible by a
number. limit. composite number then it is also divisible by the prime factors of that number.
Childname can use the four operations with pairs of odd and even Childname can solve problems that involve factors and multiples without Childname can define, compare and explain the difference between prime
Investigate and use the properties of odd and even numbers (ACMNA071)
numbers. limit. and composite numbers.
Childname is beginning to check the accuracy of calculations. Childname can solve problems involving lowest common multiples.
Childname can create factor trees.

Number and Place Value

Childname is beginning to count forwards to 30 or higher from a given Childname is beginning to understand the properties of odd and even Childname is beginning to identify factors and multiples and can use this Childname is beginning to identify and describe the properties of prime,
Childname counts to 100 from a given number with some support. Childname counts by twos, threes, fives and tens from any starting point. Childname can identify and classify numbers as odd or even.
(ACMNA026)
(ACMNA001)
number. numbers and use this knowledge to solve problems. knowledge to solve problems. composite, square and triangular numbers.
Childname attempts to count backwards from a given number in the Childname has sound knowledge in explaining why odd numbers end in Childname can use the four operations to check accuracy of calculations Childname has learnt to explore factors and multiples using simple Childname has a sound understanding that some numbers have special
Childname skip counts by twos, fives and tens with some support. Childname recognises patterns in number sequences.
range of 0-20 or higher. one, three, five, seven and nine. when prompted. number sequences. properties and that these properties can be used to solve problems.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can satisfactorily represent composite numbers as a product of
Childname has sound knowledge in explaining why even numbers end in
Childname can satisfactorily use simple divisibility tests. their prime factors and use this form to simplify calculations by cancelling
zero, two, four, six and eight.
common primes.
Childname can identify even numbers using skip counting by twos or by Childname can satisfactorily understand that if a number is divisible by a
grouping even collections of objects in twos. composite number then it is also divisible by the prime factors of that number.
Childname is making progress towards counting to 100 from a given Childname is beginning to count by twos, threes, fives and tens from any Childname is beginning to identify numbers as odd or even through Childname is beginning to understand the properties of odd and even Childname is beginning to identify factors and multiples and with support Childname can identify and describe the properties of prime, composite,
Childname can count forwards to 30 with support.
number. starting point. grouping event collections of items. numbers and can use this knowledge to solve problems with assistance. and assistance can use this knowledge to solve problems. square and triangular numbers with assistance.
With support, Childname can group objects into even collections.

Childname is beginning to skip count by twos, fives and tens with some Childname needs assistance when exploring factors and multiples using Childname has difficulty understanding that some numbers have special
Childname can count backwards from 10 with support. Childname is beginning to recognise patterns in number sequences. Childname has limited reasoning in explaining why numbers that end in Childname needs assistance when checking the accuracy of calculations.
support. number sequences. properties and that these properties can be used to solve problems.
one, three, five, seven and nine are odd.
Childname struggles to represent composite numbers as a product of their

Low
Low
Low
Low
Low
Low
Low
Childname has limited reasoning in explaining why numbers that end in Childname can identify even numbers using skip counting by twos or by
Childname is learning to use basic divisibility tests. prime factors and use this form to simplify calculations by cancelling common
zero, two, four, six and eight are even. grouping even collections of objects in twos.
primes.
Childname can identify and explain why all numbers that end in one, Childname needs assistance when solving problems that involve factors Childname has difficulty understanding that if a number is divisible by a
Childname can represent arrays to show numbers that are odd and even.
three, five, seven and nine are odd. of multiples. composite number then it is also divisible by the prime factors of that number.
Childname can identify explain why all numbers that end in zero, two,
four, six and eight are even.
Childname can select and use mental, written and calculator strategies to
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole
Childname independently matches numerals to collections of up to 30 Childname can recognise, model, read, write and order numbers to at least Childname can recognise, model, read, write and order numbers to at least Childname can confidently read, write, count and order numbers to 10 Childname confidently reproduces five-digit numbers in words by having it Childname can use estimation and rounding as strategies to check the
solve addition, subtraction, multiplication and division problems with whole
items. 100 independently. 1000 independently. 000. verbally given to them. accuracy of mental calculations.
numbers with accuracy and efficiency.
Childname can independently place three-digit numbers on a number line Childname can easily reproduce five-digit numbers in words when shown Childname confidently recognises the usefulness of estimation to check Childname confidently applies strategies already developed for solving
Childname can locate numbers to 100 on a number line independently. Childname can locate numbers to 1000 on a number line independently.
and is working on the confidence to do the same with four-digit numbers. the numerical representation. calculations. problems involving small numbers to those involving large numbers.
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
High
High
High
High
High
High
High
Childname can confidently reproduce known numbers in words using Childname independently applies mental strategies to estimate the result Childname competently applies a range of strategies to solve realistic
Childname can confidently order numbers greater than 10 000.
numerical representations. of calculations, such as estimating the cost of a supermarket trolley load. problems and commenting on the efficiency of different strategies.
Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
Childname is starting to learn how to write a five-digit number read out to Childname is capable of using numbers greater than 10 000 in problem
Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

Childname confidently rounds to gain knowledge of approximate answers. Childname explores addition and subtraction problems involving fractions.
them. solving situations.
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
Childname can write a four-digit number in words by using their numerical

Childname can round using a range of numbers greater than 100 000. Childname can investigate multiplication of fractions and decimals.
representation and vice versa.
Childname is beginning to select and use mental, written and calculator

Childname matches numerals to collections of up to 20 items with some Childname can recognise, model, read, write and order numbers to at least Childname can recognise, model, read, write and order numbers to at least Childname is working towards reproducing five-digit numbers in words Childname is beginning to use estimation and rounding as strategies to
Childname can read, write, count and order numbers to 10 000. strategies to solve addition, subtraction, multiplication and division problems
support. 100 with some support. 1000 with some support. using their numerical representation and vice versa. check the accuracy of mental calculations.
with whole numbers with accuracy and efficiency.

Childname can locate numbers to 1000 on a number line with some Childname can place three-digit numbers on a number line and is working Childname can confidently reproduce a four-digit number in words by Childname is learning to identify when it is useful to estimate to check Childname can apply some strategies already developed for solving problems
numbers (ACMNA123)
Childname can locate numbers to 100 on a number line with some support.
support. on the confidence to do the same with four-digit numbers. using their numerical representation and vice versa. calculations. involving small numbers to those involving large numbers.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can reproduce known numbers in words using numerical Childname is working towards reproducing five-digit numbers in words by Childname satisfactorily applies mental strategies to estimate the result of Childname satisfactorily applies some simple strategies to solve realistic
representations. having it verbally given to them. calculations, such as estimating the cost of a supermarket trolley load. problems and commenting on the efficiency of different strategies.
Childname can confidently read, write, count and order numbers to 10 Childname can confidently read, write, count and order numbers to 10
000. 000.
Childname uses a basic range of mental, written and calculator strategies to

Childname is beginning to match numerals to collections of up to ten Childname is beginning to recognise, model, read, write and order Childname is beginning to recognise, model, read, write and order Childname can read, write, count and order numbers to 10 000 with Childname needs to have a five-digit number read out to them and with Childname can is beginning to use simple estimation and rounding as
solve addition, subtraction, multiplication and division problems with whole
items. numbers to at least 100 with support. numbers to at least 1000 with support. assistance. assistance can write it in words. strategies to check the accuracy of mental calculations.
numbers with assistance and support.
Childname is beginning to locate numbers to 100 on a number line with Childname is beginning to locate numbers to 1000 on a number line with Childname needs assistance when placing three-digit numbers on a Childname can write a four-digit number in words by using their numerical Childname struggles to identify when it is useful to estimate to check Childname often struggles to apply strategies already developed for solving
support. support. number line. representation and vice versa. calculations. problems involving small numbers to those involving large numbers.
Childname needs support when writing the numeral representations of Childname can independently place three-digit numbers on a number line Childname needs support to apply mental strategies to estimate the result Childname can apply some basic strategies to solve realistic problems and
numbers in words. and is working on the confidence to do the same with four-digit numbers. of calculations, such as estimating the cost of a supermarket trolley load. commenting on the efficiency of different strategies with assistance.
Low
Low
Low
Low
Low
Low
Low
Childname can recognise, model represent and order numbers to at least Childname can confidently reproduce known numbers in words using Childname needs to remember that estimating and rounding is a form of
1000. numerical representations. solving problems.
Childname is capable of recognising there are different ways of Childname needs to learn to estimate the result of calculations, and know
representing numbers and identifying patterns going beyond 100. that it is okay to not have an exact answer.
Childname is developing fluency with writing numbers in meaningful

contexts.
Childname has a good understanding that two digit numbers are made up Childname has a good understanding that three digit numbers are made
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
Childname can recognise that 10 000 equals 10 thousands, 100 Childname understands and uses place value up to tens of thousands to Childname can use a wide range of strategies to solve large number Childname can use a number line to sort and order both positive and negative
Childname independently subitises collections of up to ten items. of tens and ones and is able to apply this to solve simple addition up of hundreds, tens and ones and is able to apply this to solve simple
hundreds, 1000 tens and 10 000 ones. solve problems with confidence and ease. multiplication by a single-digit problem with confidence and accuracy. numbers.
problems. addition problems.
Childname can count collections to 1000 using a range of methods, Childname understands and uses place value up to tens of thousands to Childname is confident in separating numbers greater than 10 000 into Childname competently explores techniques for multiplication such as the
Childname can count collections to 100 in groups of ten independently. Childname can confidently identify integers.
including using place value blocks and grouping by hundreds and tens. solve problems. their correct place value. area model, the Italian lattice method or the partitioning of numbers.
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
Childname can justify choices about partitioning and regrouping numbers Childname easily applies the distributive law and uses arrays to model
Childname can compare, order, add and subtract integers.
in terms of their usefulness for particular calculations. multiplication and explain calculation strategies.
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124)
High
High
High
High
High
High
High
Childname is starting to recognise and show that place value is built on Childname can solve problems using multiplication of large numbers by Childname successfully solves everyday additive problems using a number
multiplying or dividing of tens. one-, two- or three-digit numbers. line.
Childname confidently investigates everyday situations that use integers,

such as temperatures.
Count collections to 100 by partitioning numbers using place value (ACMNA014 )
Childname competently uses number lines to position and order integers

around zero.
Childname can locate and represent positive and negative fractions and
mixed numbers on a number line.
Subitise small collections of objects (ACMNA003)
Childname is developing her understanding that three digit numbers are

Childname understands that two digit numbers are made up of tens and Childname is beginning to understand that 10 000 equals 10 thousands, Childname understands and uses place value up to tens of thousands to Childname can use a basic range of strategies to solve large number Childname is beginning to use a number line to sort and order both positive
Childname subitises collections of up to six items with some support. made up of hundreds, tens and ones and is beginning to apply this to

ones. 100 hundreds, 1000 tens and 10 000 ones. solve problems. multiplication by a single-digit problem with confidence and accuracy. and negative numbers.
solve simple addition problems.
Childname can count collections to 1000 using a range of methods,

Childname understands and uses place value up to tens of thousands to Childname has learnt to explore techniques for multiplication such as the
Childname can count collections to 100 in groups of ten with some support. including using place value blocks and grouping by hundreds and tens, Childname can partition and regroup numbers accordingly. Childname is beginning to identify integers.
solve problems with confidence and ease. area model, the Italian lattice method or the partitioning of numbers.
with support.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can justify choices about partitioning and regrouping numbers Childname satisfactorily applies the distributive law and uses arrays to Childname is learning to solve everyday additive problems using a number
in terms of their usefulness for particular calculations. model multiplication and explain calculation strategies. line.
Childname understands and uses place value up to tens of thousands to Childname satisfactorily investigates everyday situations that use integers,
solve problems. such as temperatures.
Childname satisfactorily uses number lines to position and order integers

around zero.
Low
Childname is developing an understanding that two digit numbers are Childname is developing her understanding that three digit numbers are Childname is working towards understanding that 10 000 equals 10 Childname understands and uses place value up to tens of thousands to Childname can use a limited range of strategies to solve large number Childname can use a number line to sort and order both positive and negative
Childname is beginning to subitise collections of up to six objects.
made up of tens and ones. made up of hundreds, tens and ones. thousands, 100 hundreds, 1000 tens and 10 000 ones. solve problems. multiplication by a single-digit problem with support and assistance. numbers with support and assistance.
Low
Low
Low
Low
Low
Low
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to as
Count collections to 100 by partitioning numbers using place val
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facil
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, wr
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist c
Subitise small collections of objects (ACMNA00
Investigate everyday situations that use integers. Locate and represent these nu

Childname is beginning to count collections to 1000 using a range of
Childname is beginning to count collections to 100 in groups of ten with Childname can recognise that 10 000 equals 10 thousands, 100 Childname struggles to explore techniques for multiplication such as the
methods, including using place value blocks and grouping by hundreds Childname needs prompting when partitioning and regrouping is required. Childname needs support when trying to identify integers.
support. hundreds, 1000 tens and 10 000 ones. area model, the Italian lattice method or the partitioning of numbers.
and tens, with support.
Childname understands and uses place value up to tens of thousands to Childname finds difficulty in applying the distributive law and using arrays Childname finds it difficult to solve everyday additive problems using a
Childname uses an abacus to model and represent numbers.
solve problems. to model multiplication and explain calculation strategies. number line.
Low
Low
Low
Low
Low
Low
Childname understands three-digit numbers are hundreds, tens and Childname can justify choices about partitioning and regrouping numbers Childname can solve problems involving multiplication of one-digit Childname investigates everyday situations that use integers, such as
ones/units. in terms of their usefulness for particular calculations. numbers. temperatures with guidance.
Childname uses models like linking blocks and sticks in bundles to Childname needs support when using number lines to position and order
Childname can solve problems involving multiplication by creating arrays.
partition numbers up to 1000. integers around zero.
Childname is beginning to learn how to use integers, such as temperature, in

their environment.
Childname has a good understanding of the connection between addition
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and
Childname can compare collections of like and unlike objects, order them Childname uses a wide range of strategies to represent and solve simple Childname can demonstrate the connection between addition and Childname can recognise and continue number sequences in multiples of Childname can solve division problems by a single digit, which result in a
and subtraction and is able to apply this to solve addition and subtraction
from smallest to biggest and give reasons for her answers. addition and subtraction problems. subtraction. three, four, six, seven, eight and nine. remainder.
problems.
Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
Solve problems involving division by a one-digit number, including those that result in a remainder (ACMNA101)
Childname can recall a wide range of addition facts to assist them with Childname recognises that number sequences can be extended Childname competently understands that equivalent division calculations
mental calculation strategies. indefinitely. result if both numbers are divided by the same factor.
High
High
High
High
High
High
Recognise and explain the connection between addition and subtraction (ACMNA054)
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

Childname can use partitioning and write equivalent number sentences to Childname can explore advanced number patterns using a range of Childname easily interprets and represents the remainder in division
show the connection between addition and subtraction. different multiples from one to ten. calculations sensibly for the context.
Explore the connection between addition and subtraction (ACMNA029)

Childname recognises the connection by demonstrating this through Childname is confident in creating number patterns using multiples from
advanced problem solving strategies. one to ten.
Childname can compare collections of like and unlike objects, order them Childname is developing a good understanding of the connection between
Childname is developing a wider range of strategies to represent and solve Childname is becoming familiar with the connection between addition and Childname is beginning to recognise and continue number sequences in Childname is beginning to solve division problems by a single digit, which
from smallest to biggest with some support and is beginning to give addition and subtraction and is beginning to apply this to solve addition
simple addition and subtraction problems. subtraction. multiples of three, four, six, seven, eight and nine. result in a remainder.
reasons for her answers . and subtraction problems.
rearranging parts (ACMNA015 )


Childname can write equivalent number sentences when reminded about Childname is learning to understand that equivalent division calculations
Childname knows that number sequences can be extended.
the connection between addition and subtraction. result if both numbers are divided by the same factor.
Middle
Middle
Middle
Middle
Middle
Middle
Childname can demonstrate the connection between addition and Childname can recognise and continue number sequences in multiples of Childname is starting to interpret and represent the remainder in division
subtraction. three, four, six, seven, eight and nine. calculations sensibly for the context.
Childname can recall a wide range of addition facts to assist them with Childname recognises that number sequences can be extended
mental calculation strategies. indefinitely.
Childname can use partitioning and write equivalent number sentences to

show the connection between addition and subtraction.
Childname is beginning to compare collections of like and unlike objects Childname is beginning to explore a wider range of strategies to represent Childname is developing an understanding of the connection between Childname needs to be reminded of the connection between addition and Childname is beginning to recognise and continue number sequences in Childname is beginning to solve division problems by a single digit, which
and order them from smallest to biggest with some support. and solve simple addition and subtraction problems with support. addition and subtraction. subtraction. multiples of three, four, six, seven, eight and nine. result in a remainder.
Childname is beginning to learn about how number sequences can be Childname struggles to understand that equivalent division calculations
Childname can demonstrate the connection when prompted and assisted.
extended. result if both numbers are divided by the same factor.
Low
Low
Low
Low
Low
Low
Childname is fluent with partitioning numbers to understand the Childname finds it difficult to interpret and represent the remainder in
Childname can establish multiplication facts using number sequences.
connection between addition and subtraction. division calculations sensibly for the context.
Childname uses counting on to identify the missing element in an additive Childname can confidently and randomly recall multiplication facts of two, Childname understands commutatively, doubling and halving for
problem. three, five and ten. multiplication and connecting division to multiplication.
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)
Childname is able to independently model addition problems using Childname is able to use a range of mental strategies, including counting Childname can recognise that a single-digit number combination always Childname can recall and identify all related multiplication and division Childname can select and use a wide range of mental, written and
Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental
counters. on, rounding and doubling, to solve addition and subtraction problems. results in the same answer for addition and subtraction. facts up to 10 x 10. calculator strategies to solve problems.
Childname can use knowledge of addition and subtraction facts and

Childname is able to use a range of written strategies, including ten-frames Childname can recall all multiplication facts up to 10 x 10 with accuracy
partitioning to aid computation independently (for example, 57 + 19 = 57 + Childname independently uses a calculator to check answers.
and number lines, to solve addition and subtraction problems. and speed.
20 - 1).
High
High
High
High
High
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
Childname recognises addition and subtraction facts indefinitely, using
Represent practical situations to model addition and sharing (ACMNA004)
Childname is confident recalling multiplication facts up to 12 x 12. Childname uses a wide range of strategies to double-check her work.
single and double-digit numbers.
Childname can determine any pattern in the sequences of addition and

Childname is learning to recall multiplication facts in random sequences.
subtraction facts.
strategies for computation (ACMNA055)

Childname is beginning to use a wider range of mental strategies,
Childname is able to model addition problems using counters with some Childname is learning to understand that single-digit combinations result Childname can select and use a basic range of mental, written and
including counting on, rounding and doubling, to solve addition and Childname is beginning to recall all multiplication facts up to 10 x 10.

support. in the same answer for both addition and subtraction. calculator strategies to solve problems.
subtraction problems.
Childname is beginning to use a wide range of written strategies, including Childname can partition addition and subtraction facts using concrete Childname is beginning to identify related multiplication and division facts Childname has learnt the importance of using a calculator to check
ten-frames and number lines, to solve addition and subtraction problems. materials. up to 10 x 10. answers.
Middle
Middle
Middle
Middle
Middle
Childname can recognise that a single-digit number combination always
Childname independently uses a calculator to check answers.
results in the same answer for addition and subtraction.
Childname can use knowledge of addition and subtraction facts and

partitioning to aid computation independently (for example, 57 + 19 = 57 +
20 - 1).
Childname is developing her understanding of mental strategies that can

Childname is beginning to model addition problems using counters with Childname needs reminding that single-digit combinations result in the Childname can select and use a limited range of mental, written and
be used to solve addition and subtraction problems, for example counting Childname is beginning to recall all multiplication facts up to 10 x 10.
support. same answer for addition and subtraction. calculator strategies to solve problems.
on.
Childname is developing her understanding of written strategies that can Childname has limited knowledge of partitioning to assist with solving
Childname is beginning to identify related multiplication and division facts
be used to solve addition and subtraction problems, for example ten- problems (for example, she has trouble remembering that 57 + 19 = 57 + Childname needs support when using a calculator to check her answers.
up to 10 x 10.
frames. 20 - 1).
Low
Low
Low
Low
Low
Childname is fluent with a range of mental strategies for addition and
subtraction problems, such as building to ten, doubles, ten facts and Childname can establish multiplication facts using number sequences. Childname uses known facts and strategies to solve simple problems.
adding ten.
Childname models and represents simple additive situations using Childname can confidently and randomly recall multiplication facts of two,
materials such as ten-frames, 20 frames and empty number lines. three, five and ten.
Childname recognises multiplication as repeated addition and is able to Childname understands how to use facts and strategies to connect
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where
apply this to solve simple multiplication problems. division to multiplication when there is no remainder.
Childname is able to represent multiplication as groups and arrays to solve Childname can confidently and randomly recall multiplication facts of two, Childname understands commutatively, doubling and halving for
simple multiplication problems. three, five and ten. multiplication, and connecting division to multiplication.
High
High
High
Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
Childname can interpret and represent the remainder in division
Childname is beginning to recall all multiplication facts up to 10 x 10.
calculations sensibly.
Childname has learnt that equivalent division calculations result if both

numbers are divided by the same factor.
Childname recognises multiplication as repeated addition and is beginning Childname can write number sequences to multiplication facts of two, Childname can use some facts and strategies to connect division to
to apply this to solve simple multiplication problems. three, five and ten with limited assistance. multiplication when there is no remainder.
there is no remainder (ACMNA076)


Childname is beginning to represent multiplication as groups and arrays to Childname can recall multiplication facts of two, three, five and ten in Childname is beginning to understand commutatively, doubling and
solve simple multiplication problems. order. halving for multiplication, and connecting division to multiplication.
Middle
Middle
Middle
Childname can use facts and strategies that are given to her and with
Childname needs assistance and support when writing multiplication facts
Childname recognises multiplication as repeated addition. assistance to connect division to multiplication when there is no
of two, three, five and ten.
remainder.
Childname is learning to recall multiplication facts of two, three, five and Childname can interpret complex word problems in numerical form and
Childname is beginning to represent multiplication as groups and arrays.
ten using concrete materials. vice versa.
Low
Low
Childname represents multiplication facts using array problems with
Low
Childname can independently use a calculator to check the solution to a
available materials. problem.
Childname can divide a class or a collection of objects in equal sized

groups.
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
Childname recognises division as grouping into equal sets. Childname can complete word problems in numerical form and vice versa.
Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
Childname is able to represent division by grouping into equal sets and is Childname can independently use a calculator to check the solution to a
able to apply this to solve simple division problems. problem.
High
High
Childname can use facts and strategies that are given to her, and can
connect division to multiplication when there is no remainder.
Childname can write sound word problems in numerical form and vice
Childname recognises division as grouping into equal sets.
versa.
Childname is able to represent division by grouping into equal sets and is Childname needs to be reminded of when a calculator needs to be used
beginning to apply this to solve simple division problems. to solve a problem.

Middle
Middle
Childname can complete word problems in numerical form and vice versa.
Childname can independently use a calculator to check the solution to a

problem.
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital t
Recognise and represent division as grouping into equal sets and solve simple problems using these representati

Childname can write simple word problems in numerical form and vice
Childname is beginning to recognise division as grouping into equal sets.
versa.
Childname is beginning to represent division as groups of equal sets. Childname needs assistance when using a calculator to solve problems.
Childname can recognise and represent multiplication as repeated

addition, groups and arrays.
Low
Low
Childname can see that a group of objects are a unit. She can use this to
calculate the number of objects in several identical groups.
Childname is able to recognise and represent one-half as one of two equal Childname recognises that objects and sets of objects can be split up in Childname can create halves, thirds, quarters and fifths by folding the Childname can sort and order fractions with the same denominators on a Childname can sort and order fractions with related denominators on a
Childname can investigate and identify equivalent fractions.
parts of a whole using a range of materials. different ways to represent fractions, including 1/2, 1/4 and 1/8. same sized sheets of paper. number line. number line.
Childname recognises that the number of parts an object or set of objects

Childname can recognise the similarities between halves, quarters and Childname competently recognises the connection between the order of Childname can confidently demonstrate the equivalence between fractions
is split into represents the size of the fraction, for example 4 parts equals Childname can confidently locate any given fractions on a number line.
eighths, or thirds and sixths by creating a fraction wall using folded paper. unit fractions and their denominators. using drawings and models.
1/4.
High
High
High
High
High
High
Childname is confident in identifying equivalent fractions just as halves, Childname can use a fraction wall or number line to show that 2/3 is the same
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
Childname can read and write quarters, halves and thirds.
quarters, eighths, thirds and sixths. as 4/6 and 6/9.
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
Childname is confident in solving problems which require them to identify Childname can compare fractions using equivalence and locate these on a
Childname can confidently recognise multiple units of fractions
the equivalent fraction. number line.
Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016 )
Investigate equivalent fractions used in contexts (ACMNA077)

Childname is beginning to recognise that objects and sets of objects can
Childname is able to recognise and represent one-half as one of two equal Childname can recognise and describe fractions as halves, thirds, Childname can sort and order fractions with the same denominators on a Childname can sort and order fractions with related denominators on a
be split up in different ways to represent fractions, including 1/2, 1/4 and Childname can identify equivalent fractions.
parts of a whole most of the time. quarters and fifths. number line. number line.
1/8.
Childname is beginning to recognise that the number of parts an object or

Childname has sound knowledge of the relationship between halves, Childname is beginning to recognise the connection between the order of Childname can satisfactorily demonstrate the equivalence between fractions
set of objects is split into represents the size of the fraction, for example 4 Childname is able to located unit fractions on a number line.
Fractions and Decimals

quarters, eighths, thirds and sixths. unit fractions and their denominators. using drawings and models.
parts equals 1/4.
Middle
Middle
Middle
Middle
Middle
Middle
Childname can construct a fraction wall using folded paper with set
Childname is beginning to recognise multiple units of fractions.
instructions and procedure.
Childname can create halves, thirds, quarters and fifths by folding the
same sized sheets of paper.
Childname is developing an understanding that objects can be split up to Childname is still learning the equivalent fractions of halves, quarters, Childname can order fractions with different denominators on a number Childname can sort and order a limited range of fractions with related
Childname is able to recognise half as one of two equal parts of a whole. Childname can recognise and describe halves, quarters and eighths.
represent fractions, including 1/2 and 1/4. eighths, thirds and sixths. line with assistance. denominators on a number line.
Childname is developing an understanding that the number of parts an

Childname is still learning the different parts to a fraction and what their Childname needs support in being able to recognise the connection Childname needs support and guidance to demonstrate equivalence between
object is split into represents the size of the fraction, for example 4 parts Childname needs assistance and support when creating a fraction wall.
functions are. between the order of unit fractions and their denominators. fractions using drawings and models.
equals 1/4.
Childname needs lots of visual assistance and support when looking at

Childname has difficulty locating fractions on a number line. Childname can count by quarters, halves and thirds.
equivalent fractions.
Low
Low
Low
Low
Low
Low
Childname can recognise and interpret common uses of halves, quarters Childname can locate and sort quarters, halves and thirds on a number
and eighths of shapes and collections. line.
Childname can independently convert mixed numbers to improper

Childname can relate the number of parts to the size of a fraction.
fractions and vice versa.
Childname can recognise that sets of objects can be partitioned in

different ways to demonstrate fractions.
Childname can use a range of strategies to solve the addition and

Childname can use a range of strategies to solve the addition and subtraction
Childname can count by quarters, halves and thirds. subtraction of common denominator fractions with confidence and
of related denominator fractions with confidence and accuracy.
accuracy.
Childname can independently model and solve addition and subtraction Childname confidently understands the processes for adding and subtracting
Childname can locate and sort quarters, halves and thirds on a number
problems involving complex fractions by using jumps on a number line, or fractions with related denominators and fractions as an operator, in
line.
making diagrams of fractions as parts of shapes. preparation for calculating with all fractions.
Childname competently solves realistic additive (addition and subtraction)

Childname can independently convert mixed numbers to improper
problems involving fractions to develop understanding of equivalent fractions
Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)
fractions and vice versa.
High
High
High
and the use of fractions as operators.
Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)
Childname independently models and solves additive problems involving
Childname can model and solve addition and subtraction problems
fractions by using methods such as jumps on a number line, or by making
Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)
involving fractions by using jumps on a number line.
diagrams of fractions as parts of shapes.
Childname is learning to count by thirds, sixths, quarters, halves and

eighths.
Childname is capable of locating a mixture of fractions and decimals on a

number line.
Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra

Childname can use a range of strategies to solve the addition and Childname is beginning to use strategies to solve the addition and subtraction
Childname is beginning to count by quarters, halves and thirds.
subtraction of fractions. of related denominator fractions with confidence and accuracy.
Childname can model and solve addition and subtraction problems Childname satisfactorily understands the processes for adding and
Childname can locate quarters, halves and thirds on a number line. involving simple fractions by using jumps on a number line, or making subtracting fractions with related denominators and fractions as an operator,

diagrams of fractions as parts of shapes, with some assistance. in preparation for calculating with all fractions.
Childname satisfactorily solves realistic additive (addition and subtraction)

Childname has begun to convert mixed numbers to improper fractions
problems involving fractions to develop understanding of equivalent fractions
Middle
Middle
Middle
and is learning to convert improper fractions back to mixed numbers.
and the use of fractions as operators.
Childname satisfactorily models and solves additive problems involving

Childname is beginning to use strategies to solve the addition and Childname can solve the addition and subtraction of related denominator
Childname can read and write quarters, halves and thirds.
subtraction of fractions. fractions with assistance and support.
Childname can model and solve addition and subtraction problems Childname finds it difficult to understand the processes for adding and
Childname is learning to locate quarters, halves and thirds on a number
involving basic fractions by using jumps on a number line, or making subtracting fractions with related denominators and fractions as an operator,
line through assistance.
diagrams of fractions as parts of shapes, with assistance. in preparation for calculating with all fractions.
Childname needs assistance when solving realistic additive (addition and

Childname needs support and guidance when converting mixed numbers Childname can explore addition and subtraction of fractions (halves,
Low
Low
Low
subtraction) problems involving fractions to develop understanding of
to improper fractions and vice versa. quarters and eighths, or thirds and sixths) by using a fraction wall.
equivalent fractions and the use of fractions as operators.
Childname struggles with modelling and solving additive problems involving

Childname needs concrete materials when adding and subtracting
fractions with the same denominator.
Childname can understand the relationship between fractions and decimal Childname can use her knowledge of place value and division of ten to Childname can find the fraction of a whole number using mental, written and
numbers. extend the number beyond hundredths. calculator strategies with confidence.
Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation
Childname is competent when using knowledge of place value and Childname independently understands that finding one third of a quantity is
Childname can use division to ten to extend the place value system.
Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)
division by ten to extend the number system to thousandths and beyond. the same as dividing by 3.
Childname uses their knowledge of fractions to establish the connection Childname can easily recognise the equivalence of one thousandth and Childname is learning to find percentages of quantities and express one
between fractions and decimal notation. 0.001. quantity as a percentage of another.
High
High
High
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Childname can recognise that the place value system can be extended Childname confidently recognises the equivalence of whole numbers with Childname is beginning to use problems to express quantities as percentages
beyond hundredths. decimal places greater than 4. of other amounts.
Childname can recognise the equivalence of one thousandth and 0.001.
Childname can use their knowledge to extend the number system to

thousandths and beyond.

Childname is beginning to understand the relationship between fractions Childname is beginning to use her knowledge of place value and division Childname can find the fraction of a whole number using mental, written and
and decimal numbers. of ten to extend the number beyond hundredths. calculator strategies.
(ACMNA079)
Childname is beginning to use division to ten to extend the place value Childname can satisfactorily use her knowledge of place value and Childname is learning to understand that finding one third of a quantity is the
system. division by ten to extend the number system to thousandths and beyond. same as dividing by 3.
Middle
Middle
Middle
Childname is learning to use their knowledge of fractions to establish Childname has begun to recognise the equivalence of one thousandth
equivalences between fractions and decimal notation. and 0.001, with some assistance.
Childname can understand the relationship between fractions and decimal

numbers.
Childname needs to learn how to use division to ten to extend the place Childname needs prompting to use her knowledge of place value and Childname is beginning to find the fraction of a whole number using mental,
value system. division of ten to extend the number system beyond hundredths. written and calculator strategies with assistance.
Childname needs support when trying to establish equivalences between Childname struggles to use her knowledge of place value and division by Childname needs reminding that finding one third of a quantity is the same as
fractions and decimal notation. 10 to extend the number system to thousandths and beyond. dividing by 3.
Low
Low
Low
Recognise that the place value system can be extended beyon
Recognise that the place value system can be extended to tenths and hundredths. Make
Find a simple fraction of a quantity where the result is a whole number, with an

(ACMNA079)
Low
Low
Childname needs guidance to recognise the equivalence of one
Low
Childname does sometimes rely on the use of a calculator to find fractions of
thousandth and 0.001, with some assistance. whole numbers.
Childname can understand the relationship between fractions and decimal Childname is beginning to understand the connection between finding 1/3 of a
numbers. fraction and dividing it by 3.
Childname uses her knowledge of fractions to establish the connection

between fractions and decimal notation.
Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers
Childname can add and subtract decimals using mental, written and calculator
Childname can locate any given decimals on a number line.
strategies with accuracy.
Childname confidently extends whole-number strategies to explore and

Childname can sort and order decimals on a number line.
High
High
develop meaningful written strategies for addition and subtraction of decimal
numbers to thousandths.
Childname competently explores and practises efficient methods for solving

Childname competently recognises the connection between the order of
problems requiring operations on decimals, to gain fluency with calculating
decimals by looking at the numbers and decimal places present.
with decimals and with recognising appropriate operations.
Childname can add and subtract decimals using mental, written and calculator
Childname reads, writes and orders decimal numbers to hundredths.
strategies.
Compare, order and represent decimals (ACMNA105)

Childname satisfactorily extends whole-number strategies to explore and
Childname can locate simple decimals on a number line. develop meaningful written strategies for addition and subtraction of decimal
numbers to thousandths.

Middle
Middle
Childname satisfactorily explores and practises efficient methods for solving
problems requiring operations on decimals, to gain fluency with calculating
with decimals and with recognising appropriate operations.
(ACMNA128)
Childname is beginning to add and subtract decimals using mental, written
and calculator strategies.
Childname needs assistance when exploring and using efficient methods for
Childname needs some assistance when locating basic decimals on a
solving problems requiring operations on decimals, to gain fluency with
number line.
calculating with decimals and with recognising appropriate operations.
Childname can add and subtract simple decimals that use the same decimal
Childname can read, write and order decimal numbers to tenths.
places.
Low
Low
Childname can recognise that the place value system can be extended to Childname struggles to explore and develop meaningful written strategies for
tenths and hundredths. addition and subtraction of decimal numbers to thousandths.
Childname can use her knowledge of fractions to understand equivalent

fractions and decimals.
Childname can make connections between fractions and decimal

notation.
zero whole numbers where the results are terminating decimals, with
Multiply decimals by whole numbers and perform divisions by non-
Childname can select and use a range of written and mental strategies to
multiply and divide decimals with confidence and accuracy.
High
and without digital technologies (ACMNA129)
Childname can independently interpret the results of calculations to provide
an answer appropriate to the context.

Childname can multiply and divide fractions and decimals using written
strategies and digital technologies.
Childname can satisfactorily interpret the results of calculations to provide an

answer appropriate to the context.
Middle
Childname can select and use a range of written and mental strategies to
multiply and divide decimals with confidence and accuracy.
Childname needs assistance when interpreting the results of calculations to

provide an answer appropriate to the context.
Low
Childname is beginning to use written and mental strategies to multiply and
divide decimals.
Childname can multiply and divide decimals by powers of 10.
Multiply and divide decimals by powers of 10 (ACMNA130)
High
Childname can multiply and divide fractions and decimals using efficient
written strategies and digital technologies.

Childname is learning to investigate multiplication of fractions and decimals as
repeated addition with both concrete materials and technology.
Middle
Childname is beginning to multiply and divide decimals by powers of 10.
Childname can use written and mental strategies to multiply and divide
decimals with assistance.
Low
Childname is beginning to multiply decimals by powers of 10 with assistance.
Childname can divide decimals by powers of 10 with assistance.
Childname can identify and make connections between equivalent fractions,

Childname confidently connects fractions, decimals and percentages as

different representations of the same number.
Make connections between equivalent fractions, decimals and percentages (ACMNA131)
High
Childname can connect fractions, decimals and percentages and carry out
simple conversions.
Childname is learning to understand that quantities can be represented by

different number types, e.g. fraction, decimal or percentage.
Childname is beginning to make connections between equivalent fractions,

Childname is learning to connect fractions, decimals and percentages as

Middle
Childname can identify and make connections between equivalent fractions,
Childname confidently connects fractions, decimals and percentages as

Childname is beginning to make connections between some equivalent

fractions, decimals and percentages.
Childname needs assistance when connecting fractions, decimals and

percentages as different representations of the same number.
Low
Childname is learning about equivalent fractions.
Childname can make connections between whole fractions and their decimals
and percentages, e.g. 10/10, 100/1000, 1000/10 000.
Childname confidently adds together small collections of Australian coins Childname can use a range of strategies to solve problems involving Childname can confidently create a simple budget for a class fundraising Childname can add and subtract decimals using mental, written and calculator
Childname is able to recognise and describe Australian coins. Childname can solve problems involving money and giving change.
and notes. money and giving change with accuracy and confidence. event. strategies with accuracy.
Childname is able order Australian coins and notes by value with Childname is capable of carrying out calculations in another currency with Childname competently uses authentic information to calculate prices on sale
Childname is able to order Australian coins by value. Childname easily understands that not all countries use dollars and cents. Childname can independently create a simple financial plan.
oblems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
confidence. assistance. goods.
tigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
esent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
Childname is confident in carrying out calculations in another currency Childname is confident in identifying the GST component of invoices and Childname can find percentages of quantities and express one quantity as a
Childname can recognise the relationship between dollars and cents.
and can identify the decimal currency of that country. receipts. percentage of another, with and without digital technologies.
High
High
High
High
High
High
Childname can represent money amounts in a range of different Childname can confidently identify the percentage discount off a sale item
Childname can calculate change to the nearest cent. Childname is beginning to use a calculator to check and create budgets.
combinations of dollars and coins. without a calculator.
Count and order small collections of Australian coins and notes according to their value (ACMNA034)
Childname is aware that not all countries use the same money Childname can solve problems involving money without the use of a Childname can add and subtract decimals using written strategies when Childname can apply the unitary method to identify 'best buys', such as
Recognise, describe and order Australian coins according to their value (ACMNA017 )
representation. calculator. creating a plan. comparing the cost per 100g.
Childname can investigate and calculate the 'best buys' with technology as a
guide.
Childname is beginning to add together small collections of Australian Childname is beginning to use a range of strategies to solve problems Childname can calculate percentage discounts of 10%, 25% and 50% of sale
Money and Financial Mathematics

Create simple financial plans (ACMNA106)
Childname is able to recognise and describe most Australian coins. Childname can recognise the relationship between dollars and cents. Childname can follow instructions to create a simple financial plan.
coins and notes. involving money and giving change with accuracy. items.
Childname can represent money amounts in a range of different Childname has a sound understanding of the different currencies in the Childname can satisfactorily create a simple budget for a class Childname is learning to use authentic information to calculate prices on sale
Childname is able to order Australian coins by value with some support. Childname is able order Australian coins and notes by value.
combinations of dollars and coins. world. fundraising event. goods.
Middle
Middle
Middle
Middle
Middle
Middle
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA0
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
Count and order small collections of Australian coins and notes according to their value (ACMNA034)
Recognise, describe and order Australian coins according to their value (ACMNA017 )

Create simple financial plans (ACMNA106)
Middle
Middle
Middle
Middle
Middle
Middle
Childname is aware that not all countries use the same money Childname can identify the GST component of invoices and receipts after Childname can add and subtract decimals using mental, written and calculator
Childname easily understands that not all countries use dollars and cents.
representation. being reminded. strategies with accuracy.
Childname is beginning to represent money amounts in a range of

different combinations of dollars and coins.
Childname is beginning to count small collections of Australian coins with Childname can count collections of coins or notes to make up a particular Childname can solve problems involving money and giving change with Childname can calculate percentage discounts of 10%, 25% and 50% of sale
Childname is able to recognise and describe some Australian coins. Childname can follow instructions to create a basic financial plan.
support. value, such as that shown on a price tag. support. items with assistance.
Childname is beginning to order Australian coins and notes by value with Childname can identify equivalent values, such as two five cent coins Childname is capable of carrying out calculations in another currency with Childname needs assistance when creating a simple budget for a class Childname needs guidance in knowing when to use authentic information to
Childname is beginning to order Australian coins by value with support.
support. have the same value as one ten cent coin. assistance. fundraising event. calculate prices on sale goods.
Childname can count and order small collections of Australian coins and Childname struggles to understand that not all countries use dollars and Childname can identify the GST component of invoices and receipts with
Childname uses a calculator to correctly identify discounts on sale items.
notes according to their value. cents. prompting.
Low
Low
Low
Low
Low
Low
Childname can represent small amounts of money in a range of different
Childname recognises the relationship between dollars and cents. Childname can solve problems involving purchases. Childname can add and subtract decimals using written strategies.
combinations of dollars and coins.
Childname can calculate the change to the nearest five cents with and
Childname needs to rely on the use a calculator to check their findings.
without a calculator.
Childname can carry out calculations in dollars and cents.
Childname independently sorts objects into groups and is able to give Childname investigates and describes patterns made by skip-counting with Childname confidently investigates and describes patterns made by skip- Childname can investigate, identify and explain multiplication number Childname can describe, continue and create patterns with fractions, Childname can describe, continue and create patterns with fractions, decimals
Childname can identify and write the rules for number patterns.
reasons for her choice of groups. confidence. counting. patterns up to 10 x 10. decimals and whole numbers. and whole numbers and identify the rule to continue a pattern.
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)
Childname recognises, copies, continues and describes patterns of Childname is able to use knowledge of number patterns to identify missing Childname can describe a rule for a number pattern when creating the Childname can confidently use the number line or diagrams to create Childname can independently identify and generalise complex number
Childname is able to recognise and describe patterns made with objects. Childname can identify complex number patterns in everyday life.
objects and drawings. numbers in a sequence. pattern. patterns involving fractions or decimals. patterns.
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
Childname is confident in investigating additive and multiplicative patterns
High
High
High
High
High
High
High
Childname can identify and explain a small number of addition and Childname can use a number line or diagram to create patterns involving
such as the number of tiles in a geometric pattern, or the number of dots or
subtraction number patterns. fractions or decimals from multiplication.
other shapes in successive repeats of a strip or border pattern.
Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018 )
Explore and describe number patterns resulting from performing multiplication (ACMNA081)
Childname can use different formulas to identify and create sequences.
Describe patterns with numbers and identify missing elements (ACMNA035)

Childname can create sequences using a mixture of fractions, decimals and
percentages.
Childname can sort and classify objects into given groups with some Childname investigates and describes patterns made by skip-counting with Childname investigates and describes patterns made by skip-counting with Childname can describe, continue and create basic number patterns, Childname is beginning to describe, continue and create patterns with Childname can continue and create patterns with fractions, decimals and
Childname can identify and explain some multiplication number patterns.
support. some support. some support. which result from addition and subtraction. fractions, decimals and whole numbers. whole numbers and is beginning to identify the rule to continue a pattern.
Childname is able to recognise and describe patterns made with objects Childname is beginning to use knowledge of number patterns to identify Childname can investigate, identify and explain multiplication number Childname can satisfactorily use the number line or diagrams to create
Childname recognises and copies patterns of objects and drawings. Childname can identify simple number patterns and their rules. Childname can satisfactorily identify and generalise simple number patterns.
with some support. missing numbers in a sequence. patterns up to 10 x 10. patterns involving fractions or decimals.
Patterns and Algebra

Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname has sound knowledge in investigating additive and multiplicative
Childname can describe a rule for a number pattern when creating the
patterns such as the number of tiles in a geometric pattern, or the number of
pattern.
dots or other shapes in successive repeats of a strip or border pattern.
Childname can describe, continue and create patterns with fractions, decimals
and whole numbers and identify the rule to continue a pattern.
Childname is beginning to investigate and describe patterns made by skip- Childname is beginning to investigate and describe patterns made by skip- Childname can describe, continue and create basic number patterns, Childname can identify and explain a limited number of multiplication Childname is beginning to describe, continue and create patterns with Childname can continue patterns with fractions, decimals and whole numbers
Childname needs support to sort and classify objects into given groups.
counting with support. counting with support. which result from addition and subtraction with support. number patterns. fractions, decimals and whole numbers. and can identify the rule to continue the pattern with assistance.
Childname needs guidance when repeating and copying patterns of Childname is beginning to recognise and describe patterns made with Childname is beginning to apply knowledge of number patterns to continue Childname can describe, continue and create number patterns resulting Childname struggles to use the number line or diagrams to create Childname needs support when identifying and generalising basic number
Childname needs guidance when creating a pattern with a given pattern.
objects and drawings. objects with support. a number sequence with support. from performing addition or subtraction. patterns involving fractions or decimals. patterns.
Childname can explore and describe number patterns that result from Childname can use the number line or diagrams to create patterns involving
Childname struggles to describe the rule for a number pattern. Childname can identify and write the rules for basic number patterns.
multiplication. fractions or decimals.
Low
Low
Low
Low
Low
Low
Low
Childname can solve problems by using number sentences for addition
Childname can identify examples of number patterns in everyday life.
and subtraction.
Childname needs assistance when investigating additive and multiplicative
patterns such as the number of tiles in a geometric pattern, or the number of
dots or other shapes in successive repeats of a strip or border pattern.
Childname can continue number patterns of whole numbers only when
Childname can represent a word problem as a number sentence.
they result from addition and subtraction.
Childname can describe a pattern created by skip counting and

representing the pattern on a number line.
Childname can investigate features of number patterns resulting from

adding twos, fives or tens.
Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
Childname uses number sentences to solve addition and subtraction word Childname confidently uses relevant problems to develop complex Childname can use brackets and the order of operations to write number
Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences
Childname can write complex word problems as number sentences.
problems with confidence. number sentences. sentences.
Childname is able to create a word problem from an addition or subtraction Childname can find unknown quantities in number sentences that use Childname understands the need for rules to complete multiple operations
Solve problems by using number sentences for addition or subtraction (ACMNA036)
Childname can write word problems using complex number sentences.

number sentence with confidence. brackets. within the same number sentence.
Explore the use of brackets and order of operations to write number sentences (ACMNA134)
High
High
High
High
Childname understands the need for rules and order of operation when
Childname can solve advanced word problems that involve remainders. Childname can identify the order of operations in a range of problems.
finding missing quantities that include brackets within number sentences.
Childname understands that if there is a remainder, then there is an Childname understands that the order of problem solving can change when
uneven amount that has been divided or multiplied. brackets have been inserted.
involving multiplication and division (ACMNA121)

Childname understands the order of operations and how this order changes
when brackets are used.

Childname uses number sentences to solve addition and subtraction word Childname satisfactorily uses relevant problems to develop sound number Childname is beginning to use brackets and the order of operations to write
Childname can write a word problem as a number sentence.
problems with support. sentences. number sentences.
Childname is able to create a word problem from an addition or subtraction Childname is beginning to understand the need for rules to complete multiple
Childname can write word problems using a given number sentence.
number sentence with support. operations within the same number sentence.
Middle
Middle
Middle
Middle
Childname is beginning to use number sentences to solve addition word Childname needs assistance to write word problems as number Childname is beginning to use relevant problems to develop basic number Childname is beginning to use brackets and the order of operations to write
problems with support. sentences. sentences. number sentences with support.
Childname can write number sentences to represent and answer

Childname is beginning to create a word problem from an addition number Childname is learning to write word problems using simple number Childname needs reminding about the need for rules to complete multiple
questions such as, ‘When a number is added to 23 the answer is the
sentence with support. sentences. operations within the same number sentence.
same as 57 minus 19. What is the number?'
Low
Low
Low
Low
Childname can use partitioning to find unknown quantities in number
sentences.
Childname can confidently write number sentences to represent and

answer questions such as, ‘When a number is added to 23 the answer is
Find unknown quantities in number sentences involving addition and subtraction and identify
the same as 57 minus 19. What is the number?'
Childname can use partitioning to find unknown quantities in number
equivalent number sentences involving addition and subtraction (ACMNA083)

sentences.
High
Childname can use relevant problems to develop number sentences.
Childname can identify equivalent number sentences involving

multiplication and division.
Childname can find unknown quantities in number sentences involving

multiplication and division.
Childname can write number sentences to represent and answer

questions such as, ‘When a number is added to 23 the answer is the
Middle
Childname has sound knowledge when using partitioning to find unknown
quantities in number sentences.
Childname can write basic number sentences to represent and answer

questions such as, 'When a number is added to 20 the answer is the
Low
Childname needs assistance when using partitioning to find unknown
quantities in number sentences.
Childname has a good understanding that in order to compare the length Childname has a good understanding that in order to compare objects
Childname identifies that length, area, capacity, volume, mass and time Childname can use scaled instruments to measure and compare length, Childname can use scaled instruments to accurately measure and Childname can select appropriate units of measurement for length, area, Childname can measure the length, area, volume and capacity of objects
or capacity of objects accurately the unit of measurement must be the accurately, the unit of measurement must be the same and she is able to
are different forms of measurement. capacity, mass and temperature with support. compare length, capacity, mass and temperature. volume, capacity and mass. correctly using whole and decimal units of measurement.
same. apply this to length, volume, area and capacity.
Childname independently recognises that some units of measurement are

Childname compares and contrasts different measurements using every Childname is able to independently compare the length or capacity of a Childname is able to compare objects based on length, area, volume or Childname is learning to read and interpret graduated scales on a given Childname can read and interpret graduated scales on a range of Childname confidently recognises the equivalence of measurements such as
better suited for some tasks than others, for example kilometres rather
day language, e.g. 'bigger', 'smaller', 'heavier' and 'lighter'. pair of objects using informal units of measurement. capacity, using informal units of measurement, independently. instrument. measuring instruments. 1.25 metres and 125 centimetres.
ea, volume and capacity using appropriate uniform informal units (ACMMG037)
than metres to measure the distance between two towns.

vier or holds more, and explain reasoning in everyday language (ACMMG006)
High
High
High
High
High
High
High
lengths, masses, capacities and temperatures (ACMMG084)
of pairs of objects using uniform informal units (ACMMG019 )
iliar metric units of length, mass and capacity (ACMMG061)
r length, area, volume, capacity and mass (ACMMG108)
tions to the metric system (ACMMG135)

ts of Measurement
ts of Measurement
ts of Measurement
ts of Measurement
ts of Measurement
ts of Measurement
ts of Measurement
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
Childname competently investigates alternative measures of scale to
High
High
High
High
High
High
High
Childname recognises the importance of using common units of Childname can recognise the most appropriate units of measurement to demonstrate that these vary between countries and change over time, for Childname understands the conversions between the decimal representation
measurement. use in different situations. example temperature measurement in Australia, Indonesia, Japan and and the whole number, e.g. 1200mm, 120cm and 1.2m.
USA.
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019 )
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Childname can measure, order and compare a wide range objects using Childname can investigate alternative measures of scale to show that
Childname uses the appropriate unit of measurement as they can
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
metric measurements of length, mass and capacity with confidence and these vary between countries, e.g. temperature measurement in Australia
recognise the equivalence between 1m and 100cm, 1.25m and 125cm.
ease. and USA.
Childname uses centimetres and metres, grams and kilograms, and Childname can decide and justify which unit of measurement to use
millilitres and litres appropriately. based on questions that need solving.
Connect decimal representations to the metric system (ACMMG135)

Childname understands that in order to compare objects accurately, the Childname can measure, order and compare a wide range objects using
Childname is beginning to identify length, area, capacity, volume, mass Childname is able to compare the length or capacity of a pair of objects Childname can use scaled instruments to measure and compare length, Childname is beginning to select appropriate units of measurement for Childname is beginning to measure the length, area, volume and capacity of
unit of measurement must be the same. She is able to apply this to length, metric measurements of length, mass and capacity with confidence and
and time as different forms of measurement. using informal units of measurement with some support. capacity, mass and temperature. length, area, volume, capacity and mass. objects correctly using whole and decimal units of measurement.
volume, area and capacity. ease.
Childname has begun to recognise that some units of measurement are

Childname understands that in order to compare the length or capacity of Childname is able to compare objects based on length, area, volume or Childname uses centimetres and metres, grams and kilograms, and Childname can read and interpret graduated scales on given measuring Childname is beginning to recognise the equivalence of measurements such
Childname compares the mass of an object by hefting. better suited for some tasks than others, for example kilometres rather
Using Units of Measurement

objects accurately the unit of measurement must be the same. capacity, using informal units of measurement, with some support. millilitres and litres appropriately. instruments. as 1.25 metres and 125 centimetres.
than metres to measure the distance between two towns.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname satisfactorily investigates alternative measures of scale to
Childname generally understands that they need to use centimetres, demonstrate that these vary between countries and change over time, for
grams and kilograms, and millilitres and litres when solving problems. example temperature measurement in Australia, Indonesia, Japan and
USA.
Childname often recognises common units of measurement when solving

problems.
Childname is beginning to understand that in order to compare the length

Childname is beginning to identify length, mass and time as different Childname is beginning to understand that in order to compare objects Childname can compare lengths using finger length, hand span or a piece Childname can use scaled instruments to measure and compare length, Childname can select units of measurement for length, area, volume, Childname can measure the length, area, volume and capacity of objects
or capacity of objects accurately the unit of measurement must be the
forms of measurement. accurately the unit of measurement must be the same. of string. capacity, mass and temperature with support. capacity and mass with assistance. correctly using whole and decimal units of measurement with support.
same.
Childname needs reminding that some units of measurement are better

Childname is beginning to compare the length or capacity of a pair of Childname is beginning to compare objects based on length, area, volume Childname is learning to read and interpret graduated scales on a given Childname needs support when recognising equivalent measurements such
Childname is beginning to use hefting as a way of comparing objects. Childname can compare areas using the palm of the hand or a stone. suited for some tasks than others, for example kilometres rather than
objects using informal units of measurement with support. or capacity, using informal units of measurement, with support. instrument. as 1.25 metres and 125 centimetres.
metres to measure the distance between two towns.
Childname struggles to investigate alternative measures of scale to

Childname can recognise the importance of using common units of demonstrate that these vary between countries and change over time, for Childname is beginning to recognise basic equivalent measurements for
Childname can compare capacities using a range of containers.
measurement. example temperature measurement in Australia, Indonesia, Japan and whole numbers, such as 1 metre is 100 centimetres.
USA.
Low
Low
Low
Low
Low
Low
Low
Childname can use balance scales to determine whether the mass of Childname can recognise and use centimetres and metres, grams and Childname can use scaled instruments to accurately measure and
different objects is more, less or about the same. kilograms, and millilitres and litres. compare length, capacity, mass and temperature.
Childname is beginning to measure, order and compare a wide range of Childname can measure, order and compare objects using familiar metric Childname can compare the area and volume of objects using metric
objects using metric measurements of length, mass and capacity. units of length, mass and capacity. units of measurement.
Childname is still learning the importance of, and recognising when to use
Childname can independently compare areas using grid paper.
specific units of measurement.
Childname needs to understand and be reminded of using common units Childname can read and interpret graduated scales on a range of
of measurement when answering problems. measuring instruments.
Childname can confidently order events as they happen periodically Childname uses balance scales to compare the mass of objects with Childname uses balance scales to compare the mass of objects with Childname can compare the area and volume of objects using metric Childname can convert between common metric units of measurement for
Childname can recognise that there are 60 minutes in an hour. Childname can accurately calculate the area and perimeter of rectangles.
during the day. confidence. confidence. units of measurements. length, mass and capacity.
Childname independently explores efficient ways of calculating the Childname confidently identifies and uses all of the correct operations when
Childname can tell the time to the minute with confidence and accuracy. Childname can independently compare areas using grid paper. perimeters of rectangles, such as adding the length and width together converting units including millimetres, centimetres, metres, kilometres,
and doubling the result. milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres.
High
High
High
High
High
High
High
Childname is confident in exploring efficient ways of finding the areas of Childname competently understands the significance of the prefixes in units of
Childname can recognise that there are 60 seconds in a minute. Childname is capable of comparing volume using centicubes.
rectangles. measurement.
Childname can convert seconds into minutes and minutes into hours with Childname can confidently compare objects that are unfamiliar and Childname understands the importance of using cm² and cm³ when Childname independently converts between the correct metric units when
assistance. irregular. solving problems. problem solving.
Tell time to the minute and investigate the relationship between units of time (ACMMG062)
Compare and order duration of events using everyday language of time (ACMMG007)
Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)
Convert between common metric units of length, mass and capacity (ACMMG136)
Childname is capable of using basic formulas to work out the area of Childname understands when to use the correct units of measurement in area
Compare objects using familiar metric units of area and volume (ACMMG290)
shapes and compare their measurements. and volume.
Childname can satisfactorily order events as they happen periodically Childname uses balance scales to compare the mass of objects with some Childname uses balance scales to compare the mass of objects with some Childname is beginning to compare the area and volume of objects using Childname can convert between common metric units of measurement for
Childname can tell the time to the minute. Childname can calculate the area and perimeter of rectangles.
during the day. support. support. metric units of measurements. length, mass and capacity.
Childname can satisfactorily explore efficient ways of calculating the

Childname understands that 60 minutes are in an hour and 60 seconds
Childname has sound knowledge in comparing areas using grid paper. perimeters of rectangles, such as adding the length and width together

are in a minute.
and doubling the result. Childname can identify and use some of the correct operations when
converting units including millimetres, centimetres, metres, kilometres,
Middle
Middle
Middle
Middle
Middle
Middle
Middle
milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres.
Childname has begun exploring efficient ways of finding the areas of
Childname can recognise that there are 60 minutes in an hour. Childname has just learnt to compare volume using centicubes.
rectangles.
Childname is beginning to understand the significance of the prefixes in units

Childname can tell the time to the minute with confidence and accuracy.
of measurement.
Childname can recognise that there are 60 seconds in a minute.
Childname needs assistance to order events as they happen periodically Childname is beginning to use balance scales to compare the mass of Childname is beginning to use balance scales to compare the mass of Childname needs reminding about the minutes in an hour and the Childname can compare the area and volume of objects using metric Childname can calculate the area and perimeter of rectangles with Childname can convert millimetres to centremetres, centremetres to metres,
during the day. objects with support. objects with support. seconds in a minute. units of measurements with assistance. support. metres to kilometres, millilitres to litres, grams to kilograms.
Childname struggles to explore efficient ways of calculating the Childname has limited knowledge of the following operations when converting
Childname is beginning to tell the time to the minute. Childname needs support when comparing areas using grid paper. perimeters of rectangles, such as adding the length and width together units including millimetres, centimetres, metres, kilometres, milligrams, grams,
and doubling the result. kilograms, tonnes, millilitres, litres, kilolitres and megalitres.
Low
Low
Low
Low
Low
Low
Low
Childname can tell the time to the quarter hour, using the language of Childname needs to show precision when comparing volume using Childname needs support to explore efficient ways of finding the areas of Childname struggles to understand the significance of the prefixes in units of
'past' and 'to'. centicubes. rectangles. measurement.
Childname can describe the characteristics of quarter past times on an Childname can measure, order and compare objects using familiar metric Childname can select appropriate units of measurement for length, area,
Childname can compare objects using familiar metric units of area.
analogue clock. units of length, mass and capacity. volume, capacity and mass.
Childname independently recognises that some units of measurement are

Childname can identify that the small hand is pointing just past the
Childname can compare area using grid paper. better suited for some tasks than others, for example kilometres rather than
number and the big hand is pointing to the three.
metres to measure the distance between two towns.
Childname competently investigates alternative measures of scale to

demonstrate that these vary between countries and change over time, for
example temperature measurement in Australia, Indonesia, Japan and USA.
Childname can independently identify which day of the week events and Childname can tell time to the quarter hour on digital and analogue clocks Childname can convert units of time between seconds, minutes and Childname can compare and convert between 12-hour and 24-hour time Childname can select appropriate units of measurement to solve problems
Childname can describe duration using months, weeks, days and hours.
activities occur. using 'past' and 'to'. hours. systems. involving the perimeter and area of objects and shapes.
Childname confidently investigates the ways time was and is measured

Childname understands that days are made up of 24 hours and weeks Childname can independently identify and use the correct operation for Childname can independently recognise and investigate familiar objects using
by different Aboriginal and Torres Strait Islander Peoples, such as using
Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
have seven days. converting units of time. concrete materials and digital technologies.
tidal change.
High
High
High
High
High
High
Childname independently and without prompting can use units of hours, Childname can use area formulas for rectangles and triangles to solve
Childname can compare 12 and 24-hour time systems.
Compare 12- and 24-hour time systems and convert between them (ACMMG110)
minutes and seconds. problems involving areas of surfaces.
Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)
Describe duration using months, weeks, days and hours (ACMMG021 )
Connect days of the week to familiar events and actions (ACMMG008)
Childname can confidently convert between 12 and 24-hour time and vice Childname can convert between 12-hour and 24-hour time systems and Childname is learning the formulas for areas of rectangles, triangles and
versa. vice versa. parallelograms to use in problem solving.
Convert between units of time (ACMMG085)


Childname can identify which day of the week events and activities occur Childname can describe duration using months, weeks, days and hours Childname can tell time to the quarter hour on digital clocks using 'past' Childname has just begun being able to identify and use the correct Childname is beginning to compare and convert between 12-hour and 24- Childname is beginning to select appropriate units of measurement to solve
with some assistance. with some support. and 'to'. operation for converting units of time. hour time systems. problems involving the perimeter and area of objects and shapes.
Middle
Middle
Middle
Middle
Middle
Middle
Childname is beginning to investigate the ways time was and is measured
Childname is developing an understanding that days are made up of 24 Childname is beginning to convert units of time between seconds, Childname is beginning to recognise and investigate familiar objects using
by different Aboriginal and Torres Strait Islander Peoples, such as using
hours and weeks have seven days. minutes and hours. concrete materials and digital technologies.
tidal change.
Childname can use units of hours, minutes and seconds when given Childname can select appropriate units of measurement to solve problems
some assistance. involving the perimeter and area of objects and shapes.
Childname struggles to investigate the ways time was and is measured by Childname can select appropriate units of measurement to solve problems
Childname is beginning to identify which day of the week events and Childname is beginning to describe duration using months, weeks, days Childname can tell time to the quarter hour on a digital clocks using 'past' Childname can convert seconds into minutes and minutes into hours with
different Aboriginal and Torres Strait Islander Peoples, such as using tidal involving the comparison of perimeter and area of objects and shapes with
activities occur with some assistance. and hours with some support. and 'to' with assistance. assistance.
change. support.
Childname struggles to identify and use the correct operation for Childname needs prompting to use units of hours, minutes and seconds Childname struggles to recognise and investigate familiar objects using
converting units of time. appropriately. concrete materials and digital technologies.
Low
Low
Low
Low
Low
Low
Childname can tell the time to the minute and investigate the relationship Childname can independently identify and use the correct operation for
Childname can accurately calculate the area and perimeter of rectangles.
between units of time. converting units of time.
Childname can recognise that there are 60 minutes in an hour and 60 Childname is confident in exploring efficient ways of finding the areas of
seconds in a minute. rectangles.
Childname independently explores efficient ways of calculating the perimeters

of rectangles such as adding the length and width together and doubling the
result.
Childname can easily calculate the time spent at school during a normal Childname can understand the concepts of volume and capacity and can
Childname can tell time to the half-hour. Childname can name and order the months of the year with confidence.
school day. identify their units of measurement.
Childname can name, order and describe the seasons of the year with Childname understands how to calculate the time required to travel
Childname can calculate volumes of rectangular prisms.
confidence. between two locations.
High
Childname is capable of determining the arrival time when given the Childname understands and uses the correct cubic units when interpreting
departure time. and finding the volume of cubes and rectangular prisms.
Connect volume and capacity and their units of measurement (ACMMG138)

High
High
High
Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
Childname can solve simple time problems using am and pm notation. Childname completely understands that 1ml is equivalent to 1cm³.
Name and order months and seasons (ACMMG040)
Childname can use hours, minutes and seconds in different problem Childname can investigate volumes of cubes and prism by using the formula
solving scenarios. V = l x b x h.
Tell time to the half-hour (ACMMG020)

Childname can confidently recognise that time has changed and can be
Childname can tell time to the half-hour with some support.
measured in different ways, e.g. using tidal change.
Middle
Childname is beginning to solve simple time problems using am and pm Childname is beginning to understand the concepts of volume and capacity
Childname can name and order the months of the year with some support.
notation. and can identify their units of measurement.
Middle
Middle
Middle
Connect volume and capacity and their units of measurement (ACMMG138)
Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
Name and order months and seasons (ACMMG040)
Tell time to the half-hour (ACMMG020)

Middle
Childname can name and order the seasons of the year with some Childname has sound knowledge when calculating the time required to
Childname is beginning to recognise that 1ml is equivalent to 1cm³.
support. travel between two locations.
Middle
Middle
Middle
Childname is beginning to tell time to the half-hour with some support.
Low
Childname is beginning to name and order the months of the year with Childname needs assistance when calculating the time spent at school Childname is beginning understand the concepts of volume and capacity and
support. during a normal school day. can identify their units of measurement with support.
Low
Childname is beginning to name and order the seasons of the year with
Low
Childname struggles calculating the time required to travel between two
Low
Childname struggles to recognise that 1ml is equivalent to 1cm³.
support. locations.
Childname can investigate volumes of objects by using informal

Childname can solve basic time problems.
measurements.
Childname can use a calendar to identify the date independently. Childname can read and use timetables with accuracy and ease.
Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
Childname can independently plan a trip involving multiple modes of public
Childname can determine the number of days in a month using a calendar.
transport.
High
High
Childname can confidently develop a complex timetable of daily activities.
Childname can read timetables that are represented in a variety of ways, e.g.
Interpret and use timetables (ACMMG139)

column graph, timetable, pictures.

Childname can use a calendar to identify the date with some support. Childname can read and use timetables.
Middle
Middle
Childname can use a calendar to determine the number of days in a Childname is able to plan a trip involving one or more modes of public
month, with support. transport.
Childname can develop a timetable of daily activities.
Childname is beginning to use a calendar to identify the date, with support. Childname can read and use timetables with assistance.
Childname is beginning use a calendar to determine the number of days in

Childname can plan a trip involving on mode of public transport.
a month, with support.
Low
Low
Childname can develop a basic timetable of limited daily activities.
Childname has begun to understand how to read basic timetables where the
time is set in the same notation.
Childname can describe the features of common 3D objects and 2D Childname can recognise and classify familiar 2D and 3D shapes and Childname can describe and draw a range of 2D shapes with accuracy Childname can explore different three-dimensional objects using origami, Childname can precisely use informal units to compare the area of regular Childname can make connections between 3D shapes and the 2D nets Childname can accurately and precisely construct simple pyramids and
objects. explain her reasoning. and confidence. including prisms and pyramids. and irregular shapes. which represent them. prisms.
Childname compares areas using metric units, such as counting the Childname successfully identifies the shape and relative position of each
Childname can sort, manipulate and draw a range of 2D and 3D shapes Childname can describe familiar 2D and 3D shapes using everyday Childname independently considers the history and significance of pyramids
Childname confidently draws 2D shapes using digital technology. Childname can accurately make models of three dimensional shapes. number of square centimetres required to cover two areas by overlaying face of a solid to determine the net of the solid, including that of prisms
found in the environment. language, for example the number of sides, faces and corners. from a range of cultural perspectives.
the areas with a grid of centimetre squares. and pyramids.
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022 )
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)
High
High
High
High
High
High
High
Childname can describe the key features of a wide range of three Childname can represent 2D and 3D shapes using photographs, sketches Childname confidently represents 2D shapes such as photographs, Childname confidently constructs prisms and pyramids from nets, and skeletal
dimensional shapes. and images created by digital technology. sketches and images created by digital technologies. models.
Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Childname can identify common two-dimensional shapes that are part of Childname can use a range of different strategies, including formulas to Childname is starting to construct simple pyramids and prisms by creating Childname can draw different views of prisms and solids formed from
a three-dimensional shape. compare the area of different shapes. their own net. combinations of prisms.
Compare the areas of regular and irregular shapes by informal means (ACMMG087)
Make models of three-dimensional objects and describe key features (ACMMG063)
Childname can create a three dimensional shape from verbal or written Childname is learning to consider the history and significance of pyramids Childname can use the aerial views of buildings to visualise the structure of
instructions. from a range of cultural perspectives. the building or prism.
Measurement and Geometry
Construct simple prisms and pyramids (ACMMG140)

Childname can describe and draw a range of 2D shapes with accuracy the Childname can use informal units to compare the area of regular and Childname is beginning make connections between 3D shapes and some
Childname can describe some features of 2D and 3D objects. Childname can recognise and classify some familiar 2D and 3D shapes. Childname can make models of three dimensional shapes. Childname can construct simple pyramids and prisms.
majority of the time irregular shapes. of the 2D nets which represent them.
Childname can describe some familiar 2D and 3D shapes using everyday Childname can satisfactorily compare areas using metric units, such as Childname satisfactorily identifies the shape and relative position of each
Childname is beginning to draw some 2D and 3D shapes found in the Childname draws 2D shapes using digital technology with some Childname can describe the key features of a range of three dimensional Childname sometimes considers the history and significance of pyramids from
language, for example the number of sides, faces and corners, with some counting the number of square centimetres required to cover two areas by face of a solid to determine the net of the solid, including that of prisms
environment. assistance. shapes. a range of cultural perspectives.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
support. overlaying the areas with a grid of centimetre squares. and pyramids.
Shape
Shape
Shape
Shape
Shape
Shape
Shape
Childname can explore different three-dimensional objects using origami, Childname satisfactorily represents 2D shapes such as photographs, Childname can construct prisms and pyramids from nets, and skeletal
including prisms and pyramids. sketches and images created by digital technologies. models.
Childname can describe some features of basic 3D and 2D shapes using Childname can make models of three dimensional shapes with Childname can use informal units to compare the area of regular and Childname can make connections between 3D shapes and some of the
Childname recognises an increasing number of familiar 2D and 3D shapes. Childname can describe and draw some 2D shapes with some assistance. Childname is beginning to construct simple pyramids and prisms.
concrete materials for support. assistance. irregular shapes with assistance. 2D nets which represent them with support.
Childname is beginning to describe some familiar 2D and 3D shapes using Childname has struggled to compare areas using metric units, such as Childname needs guidance when identifying the shape and relative
Childname is beginning to sort and draw common 2D and 3D shapes with Childname is beginning to draw 2D shapes using digital technology with Childname can describe the key features of a limited range of three Childname needs prompting to consider the history and significance of
everyday language, for example the number of sides, faces and corners, counting the number of square centimetres required to cover two areas by position of each face of a solid to determine the net of the solid, including
support. assistance. dimensional shapes. pyramids from a range of cultural perspectives.
with support. overlaying the areas with a grid of centimetre squares. that of prisms and pyramids.
Childname needs support when counting the number of square

Childname can describe and draw two dimensional shapes, with and With assistance, Childname can represent 2D shapes such as Childname can construct prisms and pyramids from nets and skeletal models
centimetres required to cover two areas in order to compare the different
without technology. photographs, sketches and images created by digital technologies. with assistance.
Low
Low
Low
Low
Low
Low
Low
areas.
Childname can identify features of squares, rectangles, triangles, kites,

Childname can make connections between 3D shapes and the 2D nets which
rhombuses and circles, such as straight lines or curved lines, and Childname can create a 2D shape from verbal or written instructions.
represent them.
counting the edges and corners.
Childname can identify features of three dimensional objects such as the Childname confidently represents 2D shapes such as photographs, sketches
number of faces, corners or edges. and images created by digital technologies.
Childname successfully identifies the shape and relative position of each face
of a solid to determine the net of the solid, including that of prisms and
pyramids.
Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
Childname can describe the features of a range of 3D shapes with Childname can compare and describe the two dimensional shapes, which Childname can creatively use combinations of reflections, rotations and
accuracy and confidence. are formed by splitting and combining common shapes. translations to create original designs.
Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital
Childname can competently identify common two-dimensional shapes Childname can competently design a school or brand logo using
that are part of a composite shape by recreating it from these shapes. transformation of multiple shapes.
Childname confidently creates two-dimensional shapes from verbal or Childname can independently understand that translations, rotations and
written instructions. reflections can change the position and orientation but not shape or size.
High
High
High
Childname can identify the shape and relative position of each fact of a
Childname can identify line and rotational symmetries.
solid.
Childname can determine the net of a solid, including that of prisms and Childname can describe patterns and investigate different ways to produce
Describe the features of three-dimensional objects (ACMMG043)
pyramids. the same transformation.
Childname experiments with creating and re-creating patterns using

combinations of reflections and rotations using digital technology.
technologies (ACMMG088)
Childname can describe the features of some 3D shapes with accuracy the Childname can satisfactorily describe some two dimensional shapes, Childname is beginning to creatively use combinations of reflections, rotations
majority of the time. which are formed by splitting and combining common shapes. and translations to create original designs.
Shape
Shape
Shape
Childname has the ability to identify common two-dimensional shapes that
Childname can satisfactorily design a school or brand logo using
are part of a composite shape by recreating it from these shapes, with
transformation of one or more shapes.
Middle
Middle
Middle
prompting.
Childname can satisfactorily create two-dimensional shapes from verbal Childname can satisfactorily understand that translations, rotations and
or written instructions. reflections can change the position and orientation but not shape or size.
Childname can compare and describe some two dimensional shapes

Childname can describe some features of familiar 3D shapes with Childname is beginning to creatively use combinations of reflections, rotations
which, are formed by splitting and combining common shapes with
assistance. and translations to create original designs with assistance.
support.
Childname needs more practice identifying common two-dimensional

Childname can design a school or brand logo using transformation of one or
shapes that are part of a composite shape by recreating it from these
more shapes with assistance.
shapes.
Low
Low
Low
Childname needs visual assistance when asked to create two- Childname can understand that translations, rotations and reflections can
dimensional shapes. change the position and orientation but not shape or size with support.
Childname can make models of three-dimensional objects and describe Childname can represent and describe the effect of rotations, translations and
their key features. reflections of 2D shapes.
Childname can independently identify the effects of transformations by

Childname can explore the creation of three-dimensional objects using
manually flipping, sliding and turning 2D shapes and by using digital
origami, including prisms and pyramids.
technologies.
Childname can confidently interpret and follow directions to familiar Childname is able to use simple maps to navigate around familiar Childname can confidently use simple scales, legends and directions to Childname can accurately use a grid reference system and directional Childname can identify basic positions on all four quadrants of the Cartesian
Childname can accurately give and follow a set of simple instructions. Childname can confidently create maps of the classroom or playground.
locations. locations. find information contained in simple maps. language to describe locations and explain routes. plane.
Childname can competently identify the scale used on maps of cities and
Childname can confidently describe the position of objects using Childname can give directions to familiar locations using directional Childname is able to use simple maps to identify the positions of key Childname can interpret and create simple grid maps to show locations Childname can confidently compare aerial views of countries, paintings Childname confidently understands that the Cartesian plane provides a
ystem to describe locations. Describe routes using landmarks and directional language (ACMMG113)
rural areas in Australia and a city in Indonesia and describing the
everyday language, e.g. 'over', 'under', 'right' and 'left'. language, for example 'left', 'right' 'forwards' and 'backwards'. features. and pathways. and maps with grid references. graphical or visual way of describing location.
difference.
Childname can successfully create a grid reference system for the

cales, legends and directions to interpret information contained in basic maps (ACMMG090)
Childname has the confidence to create a map of an area that is unknown Childname can independently use verbal directions to find features on a Childname can describe translations, reflections on an axis and rotations of
ple maps of familiar locations and identify the relative positions of key features (ACMMG044)
classroom and use it to locate objects and describe routes from one
to her. map. multiples of 90 degrees on the Cartesian plane using coordinates.
object to another.
High
High
High
High
High
High
High
Childname can use simple scales, legends and directions to find Childname can compare aerial views of country, desert paintings and
reate and interpret simple grid maps to show position and pathways (ACMMG065)
Childname is learning about the four quadrants on the Cartesian plane.
ntroduce the Cartesian coordinate system using all four quadrants (ACMMG143)
information contained in simple maps. maps with grid references.
Childname is beginning to identify the scale used on maps of cities and

Childname can create a grid reference system for the classroom and use Childname is learning how to identify different positions on the quadrants
rural areas in Australia and a city in Indonesia and describing the
Give and follow directions to familiar locations (ACMMG023 )
it to locate objects. of the Cartesian plane.

difference.
Describe position and movement (ACMMG010)
Location and Transformation

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
High
High
High
High
High
High
High
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)
Give and follow directions to familiar locations (ACMMG023 )
Describe position and movement (ACMMG010)
Childname is starting to find features on a map without support.

Childname can interpret and follow directions to familiar locations with Childname is beginning to use simple maps to navigate around familiar Childname is capable of creating a map of known areas, such as a Childname can use simple scales, legends and directions to find Childname is beginning to use a grid reference system and directional Childname is beginning to identify basic positions on all four quadrants of the
Childname can follow simple instructions.
some assistance. locations. classroom or playground. information contained in simple maps. language to describe locations and explain routes. Cartesian plane.
Childname has sound knowledge in identifying the scale used on maps of

Childname can describe the position of objects using everyday language, Childname is beginning to give directions to familiar locations using Childname is beginning to use simple maps to identify the positions of key Childname can satisfactorily compare aerial views of countries, paintings Childname is beginning to understand that the Cartesian plane provides a
Childname can confidently create maps of the classroom or playground. cities and rural areas in Australia and a city in Indonesia and describing
e.g. 'over', 'under', 'on', 'behind'. directional language, for example 'left', 'right' 'forwards' and 'backwards'. features. and maps with grid references. graphical or visual way of describing location.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
the difference.
Childname can satisfactorily create a grid reference system for the

Childname can interpret and create simple grid maps to show locations Childname has learnt to find features on a map using visual and verbal
classroom and use it to locate objects and describe routes from one
and pathways. assistance.
object to another.
Childname can create a map of an area that is unknown to her.
Childname is beginning to follow simple instructions of familiar locations Childname is beginning to interpret and follow directions to familiar Childname is developing an understanding of how to use simple maps to Childname can interpret and create simple grid maps to show locations Childname can use simple scales, legends and directions with assistance Childname can use a grid reference system and directional language with Childname can identify basic positions on all four quadrants of the Cartesian
with support. locations with some assistance. navigate around familiar locations. and pathways with assistance. to find information contained in simple maps. assistance to describe locations and explain routes. plane with assistance.
Childname needs extra support in identifying the scale used on maps of

Childname is beginning to describe the position of objects using everyday Childname is developing an understanding of how to use simple maps to Childname can only create a map of the classroom or playground when Childname needs support when comparing aerial views of countries, Childname needs reminding that the Cartesian plane provides a graphical or
Childname is beginning to give directions to familiar locations with support. cities and rural areas in Australia and a city in Indonesia and describing
language, e.g. 'over', 'under', 'on', 'behind'. identify the positions of key features. examples and visuals are used. paintings and maps with grid references. visual way of describing location.
the difference.
Childname needs assistance to create a grid reference system for the

Low
Low
Low
Low
Low
Low
Low
Childname can understand that we use representations of objects and
Childname struggles to find features on a map without support. classroom and use it to locate objects and describe routes from one
their positions to receive and give directions and to describe place.
object to another.
Childname can create and interpret simply grid maps to show position and Childname can confidently use simple scales, legends and directions to
Childname can construct arrangements of objects from a set of directions.
pathways. find information contained in simple maps.
Childname can independently use verbal directions to find features on a

Childname can create a map of the classroom or playground.
map.
Childname understands that the size and features of a shape do not Childname can confidently identify symmetry in Aboriginal Australia rock Childname can create a range of symmetrical shapes, patterns and Childname can represent and describe the effect of rotations, translations
change when it changes position. carvings or art. pictures. and reflections of 2D shapes.
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
Childname competently identifies and describes the line and rotational
Childname accurately describes and represents the effect of rotation on a Childname can confidently identify symmetry in the natural and built Childname doesn't require using stimulus material, such as the motifs in
symmetry of a range of 2D shapes, by manually cutting, folding and
shape. environment. Central Asian textiles, to create symmetrical shapes and patterns.
turning shapes and by using digital technologies.
Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)
Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)
High
High
High
High
Childname can independently identify the effects of transformations by
Childname can identify and describe the line and rotational symmetry of a
Childname can create symmetrical shapes, patterns and pictures. manually flipping, sliding and turning 2D shapes and by using digital
range of two-dimensional shapes.
technologies.
Childname can identify the effects of transformations by manually flipping,

Childname can use combinations of reflections, rotations and translations
Childname uses visual stimuli to create shapes, patterns and pictures. sliding and turning two-dimensional shapes and by using digital
to create simple designs.
technologies.
Identify symmetry in the environment (ACMMG066)

Childname can design a simple logo using transformation of two or more
shapes.

Childname is developing an understading that the size and features of a Childname is beginning to represent and describe the effect of rotations,
Childname can identify symmetry in the environment. Childname can create symmetrical shapes, patterns and pictures.
shape do not change when it changes position. translations and reflections of 2D shapes.
Childname can satisfactorily identify and describe the line and rotational
Childname describes and represents the effect of rotation on a shape with Childname sometimes relies on stimulus material, such as the motifs in
Childname can identify symmetry in the natural and built environment. symmetry of a range of 2D shapes, by manually cutting, folding and
some assistance. Central Asian textiles, to create symmetrical shapes and patterns.
Middle
Middle
Middle
Middle
Childname can satisfactorily identify the effects of transformations by

Childname can identify symmetry in Aboriginal Australian rock carvings or
manually flipping, sliding and turning 2D shapes and by using digital
art.
technologies.
Childname is developing an understanding that the size of a shape does Childname needs encouragement to create symmetrical shapes, patterns Childname can represent the effect of rotations, translations and
Childname is beginning to identify symmetry in the environment.
not change when it changes position. and pictures. reflections of 2D shapes with assistance.
Childname has difficulty identifying and describing the line and rotational
Childname is beginning to describe the effect of rotation on a shape with
Childname can sketch the next element in a pattern. Childname relies on visual stimuli to create shapes, patterns and pictures. symmetry of a range of 2D shapes, by manually cutting, folding and
assistance.
Low
Low
Low
Low
Childname needs assistance to identify the effects of transformations by
Childname can identify symmetry in simple symmetrical pictures, including
Childname can identify symmetry in Aboriginal rock carvings or art. manually flipping, sliding and turning 2D shapes and by using digital
basic shapes.
technologies.
Childname struggles to identify the transformation of shapes after flipping,

Childname can identify symmetry in natural and built environments.
sliding and turning.
Childname can accurately use enlargement as a strategy to transform
Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the
images of familiar objects.
Childname independently uses digital technologies to enlarge shapes.
High
Childname can competently use a grid system to enlarge a favourite
image or cartoon.
resulting image compared with the original (ACMMG115)

Childname understands that transformation only changes the size of a
shape.

Childname can use advanced technologies to enlarge shapes and create
new designs.
Childname can use enlargement as a strategy to transform images of

familiar objects.
Middle
Childname has learnt to use digital technologies to enlarge shapes with
some support.
Childname is continuing to learn how to use a grid system to enlarge a

favourite image or cartoon.
Childname is beginning to use enlargement as a strategy to transform

images of familiar objects.
Low
Childname needs guidance when using digital technologies to enlarge
shapes with some support.
Childname needs support and guidance in order to use a grid system to

enlarge a favourite image or cartoon.
Childname can compare the size of the angles created by opening doors Childname confidently creates angles and compares them to a right angle Childname can estimate, measure, compare and draw angles accurately Childname can identify the size of a right angle as 90° and define acute,
partially and fully. using digital technologies. using a protractor. obtuse, straight and reflex angles.
Childname recognises that analogue clocks use the turning of arms to Childname understands that the size of an angle is the amount of turn Childname competently measures and constructs angles using both 180° Childname independently measures, estimates and compares angles in
indicate time. required between two arms. and 360° protractors. degrees and classifying angles according to their sizes.
Childname can successfully recognise that angles have arms and a Childname can investigate the use of rotation and symmetry in the
High
High
High
High
Childname can identify a wide range of angles in everyday situations. Childname can recognise that angles have arms and a vertex. vertex, and that size is the amount of turn required for one arm to coincide diagrammatic representations of kinship relationships of Central and Western
with the other. Desert people.
Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)
Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)
Compare angles and classify them as equal to, greater than, or less than, a right angle (ACMMG089)
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
Childname uses digital technologies in order to create angles and Childname attempts to measure, estimate, draw and compare obtuse, Childname confidently recognises and uses the two alternate conventions for
compare them to a right angle. acute, straight and reflex angles. naming angles.
Childname is learning that the size of a right angle is 90° and to define
acute, obtuse, straight and reflex angles.
Childname is beginning to classify and compare angles as larger or Childname is beginning to estimate, measure, compare and draw angles Childname is beginning to measure, estimate, draw and compare obtuse,
Childname can identify a range of angles in everyday situations.
smaller than right angles. accurately using a protractor. acute, straight and reflex angles.
Childname has learnt to compare the size of angles created when Childname can create angles and compare them to a right angle using Childname has learnt to identify the size of a right angle as 90° and define
Childname can measure and construct angles using a 180° protractor.
opening doors both partially and fully. digital technologies without any assistance. acute, obtuse, straight and reflex angles.
Geometric Reasoning
Geometric Reasoning
Geometric Reasoning
Geometric Reasoning
Childname can satisfactorily recognise that angles have arms and a
Childname can compare the size of the angles created by opening doors Childname can measure, estimate and compare angles in degrees and
vertex, and that size is the amount of turn required for one arm to coincide
partially and fully. classifying angles according to their sizes with some assistance.
Middle
Middle
Middle
Middle
with the other.
Childname can satisfactorily investigate the use of rotation and symmetry in

Childname recognises that analogue clocks use the turning of arms to
the diagrammatic representations of kinship relationships of Central and
indicate time.
Western Desert people.
Childname can compare the size of angles between the arms for familiar Childname is beginning to recognise and use the two alternate conventions
times. for naming angles.
Childname can identify angles in the environment.
Childname is beginning to identify a range of angles in everyday Childname can identify angles as measures of turn and compare angle Childname needs support when estimating, measuring, comparing and Childname can measure, estimate, draw and compare obtuse, acute, straight
situations. sizes in everyday situations. drawing angles accurately using a protractor. and reflex angles with assistance.
Childname needs assistance when measuring, estimating and comparing

Childname needs prompting and guidance when identifying angles in their Childname can partially and fully and open doors to compare the size of Childname needs to learn the importance of precise measurement when
angles in degrees and classifying angles according to their sizes with some
environment. the angles created. constructing angles using a 180° protractor.
assistance.
Childname can recognise that analogue clocks use the turning of arms to Childname needs support and guidance to recognise that angles have Childname finds it difficult to investigate the use of rotation and symmetry in
Low
Low
Low
Low
Childname struggles with recognising and describing what an angle is,
indicate time, and compare the size of angles between the arms for arms and a vertex, and that size is the amount of turn required for one the diagrammatic representations of kinship relationships of Central and
that is within their surrounds.
familiar times. arm to coincide with the other. Western Desert people.
Childname needs to be reminded that the hands on an analogue clock not Childname can compare angles and classify them as equal to, greater Childname is able to recognise and use the two alternate conventions for
only tell the time, but create angles. than, or less than a right angle. naming angles when given total support and guidance.
Childname can create angles and compare them to a right angle using
digital technologies.
Childname can identify with confidence the possible outcomes of events

ce. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or
tcomes and represent probabilities of those outcomes using fractions (ACMSP116)

Childname is able to classify events into 'likely', 'unlikely', 'certain' and Childname can identify everyday events and order the chance of them Childname can list the possible outcomes of chance experiments as Childname understands how to represent probabilities using fractions,
Childname can conduct repeated trials of chance experiments.
ribe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might
involving chance and describe them as 'will happen', 'won't happen' or

'impossible' with confidence. occurring independently. fractions. decimals and percentages.
'might happen'.
Childname is able to identify whether an event or activity involves chance Childname can conduct simple chance experiments and describe the Childname competently uses lists of events familiar to students and Childname can determine the outcomes of events and determine the
with confidence. possible outcomes. orders them from ‘least likely’ to ‘most likely’ to occur. Childname can confidently comment on the likelihood of winning simple probabilities for these events.
e possible outcomes and recognise variation in results (ACMSP067)
games of chance by considering the number of possible outcomes and

the consequent chance of winning in simple games of chance such as
High
High
High
High
High
High
jan-ken-pon (rock-paper-scissors).
ts and order their chances of occurring (ACMSP092)
actions, decimals and percentages (ACMSP144)

possible’ (ACMSP047)
appen’ (ACMSP024 )
Chance
Chance
Chance
Chance
Chance
Chance
Chance
Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or
List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might
Childname can confidently comment on the likelihood of winning simple
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)
Childname is confident in explaining the likelihood of winning simple Childname independently investigates games of chance popular in many
High
High
High
High
High
High
jan-ken-pon (rock-paper-scissors).
Childname can identify the variations between trials that are conducted. games of chance by considering the number of possible outcomes there different cultures and evaluates the relative benefits to the organisers and
are. participants.
Describe possible everyday events and order their chances of occurring (ACMSP092)
Childname can identify possible everyday events and order the chance of Childname has learnt to explain the likelihood of winning by considering Childname can create angles and compare them to a right angle using Childname can discuss the meaning of probability terminology, e.g.
them occurring. the chance of winning, e.g. scissors, paper, rock. digital technologies without any assistance. favourable outcomes, trial, events and experiments.
Describe probabilities using fractions, decimals and percentages (ACMSP144)

Childname uses lists of events familiar to them and orders them from
‘least likely’ to ‘most likely’ to occur.
Childname can identify with support the possible outcomes of events

Childname is able to classify events into 'likely', 'unlikely', 'certain' and Childname is beginning to conduct simple chance experiments and Childname can identify well-known everyday events and order the chance Childname is beginning to list the possible outcomes of chance Childname is beginning to represent probabilities using fractions, decimals
involving chance and describe them as 'will happen', 'won't happen' or
'impossible' with some assistance. describe the possible outcomes. of them occurring independently. experiments as fractions. and percentages.
'might happen'.
Childname is able to identify whether an event or activity involves chance Childname has sound knowledge in using lists of events familiar to Childname is learning to investigate games of chance popular in some
‘impossible’ (ACMSP047)
Childname can conduct repeated trials of chance experiments.
happen’ (ACMSP024 )
with some assistance. students and orders them from ‘least likely’ to ‘most likely’ to occur. Childname needs some assistance when making comments on the cultures and evaluates the relative benefits to the organisers and participants.
Middle
Middle
Middle
Middle
Middle
Middle
likelihood of winning simple games of chance by considering the number
of possible outcomes and the consequent chance of winning in simple
Chance
Chance
Chance
Chance
Chance
Chance
Chance
Childname can conduct simple chance experiments and describe the games of chance such as jan-ken-pon (rock-paper-scissors).
possible outcomes.
Childname can identify the variations between trials that are conducted.
Childname is beginning to identify the possible outcomes of events Childname needs assistance when investigating games of chance popular in
Childname is beginning to classify events into 'likely', 'unlikely', 'certain' Childname can conduct simple chance experiments and describe the Childname can identify possible everyday events and order the chance of Childname can list the possible outcomes of chance experiments as
involving chance and descibe them as 'will happen', 'won't happen' or a given culture and evaluates the relative benefits to the organisers and
and 'impossible' with assistance. possible outcomes with support. them occurring with support. fractions with support.
'might happen'. participants.
Childname is beginning to identify whether an event or activity involves Childname needs assistance when using lists of events familiar to
Childname needs assistance when identifying variations between trials. Childname can represent probability using fractions only.
chance with assistance. students and orders them from ‘least likely’ to ‘most likely’ to occur. Childname struggles to understand the likelihood of winning simple
Childname can identify practical activities and everyday events that Childname can describe possible outcomes and recognise variation in jan-ken-pon (rock-paper-scissors).
Childname can represent probability using decimals only.
involve chance. results.
Low
Low
Low
Low
Low
Low
Childname can describe outcomes as 'likely' or ‘unlikely’ and identify Childname can conduct repeated trials of chance experiments such as Childname can explain why the probability of a new baby being either a
Childname can represent probability using percentages only.
some events as ‘certain’ or ‘impossible’. tossing a coin or drawing a ball from a bag. boy or girl does not depend on the gender of the previous baby.
Childname can classify a list of everyday events according to how likely

Childname can identify variations between trials.
they are to happen.
Childname can use basic language of chance.
Identify everyday events where one cannot happen if the other happens (ACMSP093)
Childname independently conducts repeated trials of chance experiments,
Childname competently uses examples such as weather, which cannot be Childname can confidently investigate the probabilities of all outcomes for
Conduct chance experiments with both small and large numbers of trials using
identifying the variation between trials and realising that the results tend to the
dry and wet at the same time. a simple chance experiment and verify that their sum equals 1.
prediction with larger numbers of trials.
High
High
High
Recognise that probabilities range from 0 to 1 (ACMSP117)
Childname can use advanced examples of why one thing cannot happen Childname can construct sample spaces for single-step experiments with
Childname can represent probability from 0-1.
at the same time as another. equally likely outcomes.
appropriate digital technologies (ACMSP145)

Childname can represent probabilities using fractions and decimals, from
0-1.
Childname can satisfactorily use examples such as weather, which Childname can satisfactorily investigate the probabilities of all outcomes
cannot be dry and wet at the same time. for a simple chance experiment and verify that their sum equals 1.
Middle
Middle
Middle
Childname is learning the importance of conducting repeated trials of chance
Chance
Chance
Chance
experiments, identifying the variation between trials and realising that the
results tend to the prediction with larger numbers of trials.
Childname needs assistance when conducting repeated trials of chance

Childname struggles to find appropriate examples such as weather, which Childname struggles to investigate the probabilities of all outcomes for a
experiments, identifying the variation between trials and realising that the
cannot be dry and wet at the same time. simple chance experiment and verify that their sum equals 1.
results tend to the prediction with larger numbers of trials.
Low
Low
Low
Childname struggles to understand that the probability of something
Childname can conduct trial tests.
occurring ranges from 0-1.
Childname is learning that the more your repeat a trial, the more the results
will tend towards a set prediction.
Identify events where the chance of one will not be affected by the occurrence of
Compare observed frequencies across experiments with expected frequencies

Childname can identify a wide range of everyday events, which are Childname successfully predicts likely outcomes from a run of chance events
dependent on the occurrence of other events. and can distinguish these from surprising results.
High
High
Childname can confidently identify and explain events, which are Childname can distinguish between equally likely outcomes and outcomes
dependent on the results of other events. that are not equally likely.
the other (ACMSP094)

Childname can identify everyday events, which are dependent on the Childname can satisfactorily predict likely outcomes from a run of chance
(ACMSP146)
occurrence of other events. events and can distinguish these from surprising results.
Chance
Chance
Middle
Middle
Childname needs assistance when predicting likely outcomes from a run of
Childname can explain simple events of chance.
chance events and distinguishing these from surprising results.
Low
Low
Childname needs to be reminded that some results can be surprising and
unexpected.
Childname is able to identify a topic of interest for investigation and

Childname can independently collect information about herself and her Childname chooses appropriate questions to ask in order to collect Childname can refine questions when collecting data and carrying out
independently design questions to assist with gathering information on this Childname can use a wide range of data collection methods including… Childname can read and interpret a wide range of data displays including…
environment. accurate information on a given topic. investigations. Childname successfully poses questions about insect diversity in the
topic.
playground, collects data by taping a one-metre-square piece of paper to
the playground and observing the type and number of insects on it over
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
Childname can represent information gathered on a given topic as data Childname can select and use a range of methods to collect and record Childname can independently choose the most effective way to collect time. Childname can successfully compare different student-generated diagrams,
Childname can represent information in data displays and tables.
displays and tables. data. data for a given investigation. tables and graphs.
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
High
High
High
High
High
High
High
Childname can narrow down the focus of certain questions to refine the Childname confidently describes the similarities and differences and
results. Childname is capable of asking advanced questions and collecting data in recognises the usefulness of each representation for interpreting the data.
Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
a range of different and foreign ways, e.g. collecting data by taping a one-
Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
meter square piece of paper to the ground and observing the type and
Childname is beginning to use a range of data collection methods number of insects on it over time. Childname competently understands that data can be represented in different
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
including… ways, sometimes with one symbol representing more than one piece of data.
Choose simple questions and gather responses and make simple inferences (ACMSP262 )
Answer yes/no questions to collect information and make simple inferences (ACMSP011)
Statistics and Probability

Childname is learning to choose the most effective way to collect data for Childname can confidently read all information about a representation before
a given investigation. making judgments.
Childname is able to identify a topic of interest for investigation and, with

Childname is beginning to collect simple information about herself and Childname is beginning to choose appropriate questions to ask in order to Childname can select and plan simple methods of data collection and
assistance, design questions to assist with gathering information on this Childname can use a range of data collection methods including… Childname can read and interpret a range of data displays including…
her environment. collect accurate information on a given topic. recording. Childname is learning to pose questions about insect diversity in the
topic.
Data Representation and Interpretation

Childname is beginning to represent information gathered on a given topic Childname is learning the importance of refining questions and planning Childname can satisfactorily choose the most effective way to collect data time. Childname is beginning to compare different student-generated diagrams,
Childname can represent data by drawing simple pictures.
as data displays and tables. investigations to collect data accordingly. for a given investigation. tables and graphs.
Middle
Middle
Middle
Middle
Middle
Middle
Middle
Childname can refine questions when collecting data and carrying out Childname satisfactorily describes the similarities and differences and
investigations. recognises the usefulness of each representation for interpreting the data.
Childname understands that data can be represented in different ways,

Childname can select and use a range of methods to collect and record
sometimes with one symbol representing more than one piece of data, when
data.
asked.
Childname can narrow down the focus of certain questions to refine the Childname is beginning to understand the importance of reading all
results. information about a representation before making judgments.
Childname is able to identify a topic of interest for investigation and is

Childname needs support when collecting and representing data in Childname is beginning to understand the importance of using the right Childname is beginning to select and plan simple methods of data Childname is beginning to use a range of data collection methods Childname is beginning to read and interpret a range of data displays
beginning to select questions to assist with gathering information on this
tables. questions to gather information on a given topic. collection and recording. including…. Childname struggles to ask questions about insect diversity in the including…
topic, with assistance.
Childname is beginning to understand that information gathered on a given Childname needs to be prompted when it is necessary to refine questions Childname has difficulty choosing the most effective way to collect data time. Childname needs assistance when comparing different student-generated
Childname relies on asking questions to understand data information.
topic can be represented as data displays and tables. and plan investigations. for a given investigation. diagrams, tables and graphs.
Childname can identify a question of interest based on one categorical Childname can describe the similarities and differences and recognises the
Childname can identify questions or issues for categorical variables. Childname can use a wide range of data collection methods including….
variable. usefulness of each representation for interpreting the data when assisted.
Low
Low
Low
Low
Low
Low
Low
Childname can identify data sources and plan methods of data collection Childname can independently choose the most effective way to collect Childname needs reminding that data can be represented in different ways,
Childname can gather data relevant to the question.
and recording. data for a given investigation. sometimes with one symbol representing more than one piece of data.
Childname struggles to understand the importance of reading all information

Childname uses prepared tables to record observations. Childname can explore efficient ways to record data.
about a representation before making judgments.
Childname can refine questions and planning investigations that involved

collecting data, e.g. 'which is the most popular breakfast cereal?' to 'which
is the most popular breakfast cereal among Year 3 students in our
class?'.
Childname independently identifies categories of data and uses these to ays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs Childname confidently identifies the best methods of presenting data to
Childname can use objects or drawings to represent individual units of Childname can construct a wide range of accurate data displays including Childname successfully investigates data representations in the media and
ing column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
sort data collected, for example sorting individual favourite foods into 'fruit', Childname can independently explore and record data in efficient ways. illustrate the results of investigations and justifies the choice of
to categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital
data. column graphs and tables. discusses what they illustrate.

'lollies', 'chips' and 'meals'. representations.
Childname can describe with detail and answer questions about the Childname can collect data to investigate features in the natural Childname competently explores ways of presenting data and showing Childname can construct column graphs, dot plots, tables, pie charts and Childname can confidently explain the messages the people who create data
with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263 )
information on a data display. environment. the results of investigations. line graphs to show data. representations want them to convey.
High
High
High
High
High
High
Childname can use data to create accurate displays using tables, lists, Childname investigates data displays using many-to-one correspondence Childname is confident in making decisions and justifying why a data
picture graphs and column graphs. with ease. display needs to be used. Childname can successfully identify potentially misleading data
representations in the media, for example graphics not drawn to scale, pie
charts in which the whole pie doesn't represent the entire population about
Childname can construct a range of accurate data displays including Childname can create suitable data types with and without the use of which the claims are made.
column graphs and tables. digital technologies.
Interpret secondary data presented in digital media and elsewhere (ACMSP148)

Childname is starting to investigate data displays using many-to-one
correspondence.
where one picture can represent many data values (ACMSP096)
Childname identifies categories of data with assistance and uses these to Childname satisfactorily identifies the best methods of presenting data to
Childname can use objects or drawings to represent individual units of data Childname collects data accordingly and is learning to investigate features Childname can construct a range of accurate data displays including Childname is learning to investigate data representations in the media and
sort data collected, for example sorting individual favourite foods into 'fruit', illustrate the results of investigations and justifies the choice of
with support. in the natural environment. column graphs and tables. discuss what they illustrate.

'lollies', 'chips' and 'meals'. representations.
Collect, check and classify data (ACMSP049)
technologies (ACMSP069)
Middle
Middle
Middle
Middle
Middle
Middle
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital
Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263 )
Interpret secondary data presented in digital media and elsewhere (ACMSP148)

where one picture can represent many data values (ACMSP096)

Collect, check and classify data (ACMSP049)
Childname can describe with detail and answer questions about the Childname has learnt to explore ways of presenting data and showing the Childname can explain the messages the people who create data
Childname can explore and record data in different ways.
information on a data display. results of investigations. representations want them to convey satisfactorily.
technologies (ACMSP069)
Middle
Middle
Middle
Middle
Middle
Middle
Childname satisfactorily investigates data displays using many-to-one
Childname can independently explore and record data in efficient ways.
correspondence with ease. Childname is beginning to identify potentially misleading data representations
in the media, for example graphics not drawn to scale, pie charts in which the
whole pie doesn't represent the entire population about which the claims are
Childname can collect data to investigate features in the natural made.
environment.
Childname can use data to create accurate displays using tables, lists,
picture graphs and column graphs.
Childname is beginning to identify categories of data and, with assistance, Childname finds it difficult to identify the best methods of presenting data
Childname can use data to create displays using tables, lists, picture Childname can construct a range of accurate data displays including Childname needs assistance when investigating data representations in the
Childname is beginning to represent data using objects or drawings. use these to sort data collected, for example sorting individual favourite to illustrate the results of investigations and justifies the choice of
graphs and column graphs with assistance. column graphs and tables with assistance. media and discussing what they mean.
foods into 'fruit', 'lollies', 'chips' and 'meals'. representations.
Childname is beginning to answer questions about the information on a Childname is beginning to learn about collecting data to investigate Childname struggles to explore ways of presenting data and showing the Childname can construct a wide range of accurate data displays including Childname struggles to explain the messages the people who create data
data display. features in the natural environment. results of investigations. column graphs and tables. representations want them to convey.

Au C 197 Australian Report Writing Bank of Statements All Subjects Foundation To Year 6 Ver 25

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Au C 197 Australian Report Writing Bank of Statements All Subjects Foundation To Year 6 Ver 25

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Introduction

Working with Others

Sharing Ideas and Contributing to Discussions

General Personality Comments

Sharing Ideas and Contributing to Discussions

Next Year / Semester

General Personality Comments

Sharing Ideas and Contributing to Discussions

General Personality Comments

Sharing Ideas and Contributing to Discussions

Next Year / Semester

Having Good Relationships

Having Good Relationships

Having Good Relationships

Persisting in the Face of Setbacks

Seeing Effort as a Path to Mastery

Learning from Criticism

Finding Lessons and Inspiration in the Successes of Others

Persisting in the Face of Setbacks

Seeing Effort as a Path to Mastery

Learning from Criticism

Finding Lessons and Inspiration in the Successes of Others

Persisting in the Face of Setbacks

Seeing Effort as a Path to Mastery

Learning from Criticism

Finding Lessons and Inspiration in the Successes of Others

Forming Sentences and Correctly Punctuating

Applying Sight Words

Maths - Parent Friendly Comments

Addition and Subtraction

that many people may use sign systems to communicate with

Understand that spoken, visual and written forms of language

social dialects used in Australia, and that while it originated in

communication systems, different oral traditions and different

Understand that the pronunciation, spelling and meanings of

Understand that different social and geographical dialects or

Understand that Standard Australian English is one of many

words have histories and change over time (ACELA1500)

purpose, context and cultural background (ACELA1460)

accents are used in Australia in addition to Standard

and their use varies according to the audience,

ways of constructing meaning (ACELA1475)

Language Variation and Change

Language variation and change

Language variation and change

Language variation and change

Language variation and change

Language variation and change

Australian English (ACELA1515)

Understand that social interactions influence the way people

engage with ideas and respond to others for example when

complex and demanding as levels of formality and social

depends on shared use of social conventions, including

Understand that strategies for interaction become more

the use of key interpersonal language resources varies

according to the degree of formality in social situations

Understand that language varies when people take on

Understand that patterns of language interaction vary

to signal social roles and relationships (ACELA1501)

distance increase (ACELA1516)

Language for interaction

Language for interaction

Language for interaction