A
ES1
Our place
Two-dimensional space:
- represent two-dimensional shapes
using a variety of materials. Use precut shapes to create a picture of a
house or a room.
Position:
- use everyday language to describe
position. Locate and describe the
position of objects on a walk around
the school.
B
Me
Data:
- collect data about students. Create
picture graphs of physical features
such as eyes and hair colour.
Length:
- identify and describe the attribute of
length. Measure body parts such as
arm length, head circumference or
height to compare lengths.
C
Changes
Time:
- sequence events in time. Describe
the sequence of events relating to a
school day.
Time:
Syllabus Outcomes Framework – Numeracy Links
Stage 1
Stage 2
Local places
Local environments
Two-dimensional space:
Position:
-identify and names parallel, vertical
- determine compass directions N, S, E, W;
and horizontal lines. Identify and
NE, NW, SE and SW given one of the
name different lines in the
directions. Describe the location of natural
environment.
features in NSW and Australia as a direction
Position:
from own local area.
Three-dimensional space:
- describe the position of objects
using everyday language, including
- name, describe, sort, make and sketch
“left’ and “right”. Play action games
prisms, pyramids, cylinders, cones and
based on direction.
spheres. Make a model of a building. Have
several students sketch the building from
different viewpoints. Identify the viewpoint
from which the drawing was made.
Our families
Being Australian
Two-dimensional space:
Time:
-identify two-dimensional shapes;
- read and interpret simple timetables,
identify and name parallel, vertical
timelines and calendars. Identify significant
and horizontal lines; identify lines of
events and record on a timeline.
Patterns and algebra:
symmetry; create tessellating
designs. Investigate badges and flags -generate, describe and record number
from different groups; identify shapes
patterns using a variety of strategies.
and lines within badges and flags;
Recognise and describe ostinato patterns in
use flag designs to create tessellating music.
designs.
Time:
-identify special days and dates on a
calendar; name and order the months
and seasons of the year.
Growing and changing
Data:
- gather and record data using tally
marks; display data using concrete
materials and pictorial
representations. Record the growth of
© Department of Education and Training, Curriculum K–12 Directorate
Mathematics K–6 programming support
Effects of growth and change
Time:
- reads and records time using digital and
analogue time
Data:
-interpret data presented in tables, column
Stage 3
Living land
Data:
-read and interpret graphs with
scales of many-to-one
correspondence. Analyse
information from graphs relating to
rainfall and temperature.
Length:
- convert between metres and
kilometres; millimetres, centimetres
and metres. Convert measurement
units in climate graphs.
Identity
Length :
- record lengths using decimal
notation. Investigate the
relationship between the lengths of
various body parts, such as length
of an arm to the length of a finger,
or the length of a foot to the height
of a person.
Fractions and decimals:
- model, compare and represent
commonly used fractions. Compare
fractions parts in the colour and
design of flags.
Interconnecting growth and change
Chance:
- orders the likelihood of simple
events on a number line from 0 to
1.Write statements predicting
events and then order the
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- name days of the week and
seasons; tell time on the hour on
digital and analog clocks. Relate
events to time and day, ‘we go to
library at ten o’clock on Tuesday’.
a plant.
Length:
- use centimetres to estimate and
measure length. Use a 10cm length
to measure and record the height of a
plant at various stages of growth.
graphs and picture graphs. Constructs and
interprets a column graph to measure lung
capacity.
D
Healthy choices
Data:
- collect and interpret data. Organise
data to represent the food that
students eat in a day.
Whole numbers:
- count forwards to 20 from a given
number. Count 20 jumps, hops,
steps etc.
Getting along
Data:
-display data using pictorial
representation. Use drawings to
display data about families.
Chance:
- recognise the element of chance in
familiar daily activities. Use chance
words such as’ I might play with my
friend after school.’
E
Our needs
Whole numbers:
- use the language of money when
buying goods from the class shop.
Three-dimensional space:
- describe features of threedimensional objects. Choose
appropriate containers for holding
various objects and justify choice.
Products and services
Three-dimensional Space:
- recognise three-dimensional objects
in the environment. Design and
construct a container for a nominated
product.
Volume and capacity:
-identify and describe the attributes of
volume and capacity. Fill and empty
containers using comparative
language to describe them as being
half full, full or empty.
Powering on
Length:
-use informal units to estimate and
measure length. Use blocks to
measure distance travelled by rolling
Working together
Time:
- read and record time using digital notation.
Write a script for a drama to be videoed and
include digital timing for the video
sequences.
Chance
- conduct simple chance experiments e.g.
‘how many different outfits will I have if I take
four T-shirts and two pairs of shorts to my
school camp?’
Products, services and systems
Multiplication and division:
- perform calculations with money. Provide
students with catalogues to determine the
total expenditure when purchasing multiple
products.
Fractions and decimals:
- recognise percentages in everyday
situations. Identify the percentages of
different materials or ingredients used to
manufacture various products.
F
Moving
Patterns and algebra:
- create and describe patterns.
Create a pattern using different body
movements.
© Department of Education and Training, Curriculum K–12 Directorate
Mathematics K–6 programming support
Machines
Data:
- conduct surveys, classify and organise
data using tables. Create a graph to
compare different conductors of sound.
likelihood of the event occurring on
a number line e.g.’ I will be 160
centimetres tall when I am 12’; ‘Our
dance group will perform at the
Rock Eisteddfod’; ‘I will represent
Australia at the Olympic Games’.
Patterns and algebra:
-describe a pattern in words in
more than one way. Explore and
describe number patterns through
composition in dance and music.
Making informed choices
Data:
- read and interprets graphs with
scales of many-to-one
correspondence. Investigate and
interpret data relating to the
electoral process, state and federal
government.
Global and social Issues
Position:- use a variety of mapping
skills. Use coordinates as
reference points to locate
continents, countries and capital
cities or landforms.
Fractions and decimals:
- apply the four operations in reallife situations.
Investigate monetary exchange
rates of various countries.
Physical phenomena
Mass:
- solves problems involving
conversion of measurement units
Time:
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Three-dimensional space:
- describe features of threedimensional objects using everyday
language. Manipulate objects and
describe using language such as,
‘this ball will roll because it is round’.
a toy down an incline.
Mass:
-compare two or more objects
according to mass. Make shot-puts
from socks filled with sand. Compare
the mass of the shot put against the
distance that it could be thrown.
Our stories
Time:
-name and order months and
seasons of the year. Share stories
related to seasonal changes ‘I went
skiing in July which is winter’.
Patterns and algebra:
-create, represent and continue a
variety of number patterns. Identify
patterns in dance composition.
Area:
Key idea -estimate, measure, compare and
record areas in square centimetres and
square metres. Estimate and then measure
an area of two square metres for movement
and dance sequences.
– use a stopwatch to measure and
compare duration of events.
Measure time as part of a fitness
program.
Our fleeting past
Number:
-read, represent and order numbers up to
four-digits. Order historical events and
dates.
Position:
- use simple maps to represent position and
follow routes. Plot the journey of Captain
James Cook on a world map.
Traditions and heritage
Time:
- draw and interpret a timeline
using scale. Create a timeline using
a scale to represent key figures
and events that have shaped
Australia’s identity.
Position:
- use scale to calculate distances
on maps where significant events
in Australia’s history took place.
Symbol systems
Patterns and algebra:
- describe a pattern in more than
one way and determine a rule to
describe the nth term in the pattern.
Use geometric shapes to create
and explain patterns, ‘one hexagon
has six sides, and therefore ‫ٱ‬
hexagons will have ‫ ٱ‬sides’.
Two-dimensional space:
-enlarge and reduce shapes and
identify shapes that have rotational
symmetry. Use understanding of
the properties of 2D shapes when
designing a product.
Physical activity
G
No COG
H
No COG
Understanding ourselves
Time:
-identify the day and date on a
calendar. Use a calendar to identify
days of significance for different
cultures.
Patterns and algebra:
-create a pattern and identify missing
elements. Use body movements to
create a repeating pattern.
Understanding each other
Position:
- locate objects on maps using coordinates.
Use coordinates on maps to locate
countries.
Data:
- create two-way tables to organise data
comparing customs and religions of two
countries.
I
Physical activity
Physical activity
Physical activity
© Department of Education and Training, Curriculum K–12 Directorate
Mathematics K–6 programming support
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