Mathematics - Years 3 and 4
Year 3 Measurement and geometry Using units of measurement Content description with elaborations Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) recognising the importance of using common units …
Mathematics - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
English - Year 3
Language Language variation and change Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background …
English - Year 3 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
English - Year 4
Language Language for interaction Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Text structure and organisation Understand how texts vary in complexity and technicality …
English - Year 4 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 5 and 6
Year 6 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Examine how identities are influenced by people and places (ACPPS051) identifying how personal qualities contribute to identities …
Health and Physical Education - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Hiragana writing task – introductory letter - AT
Students were asked to write a short self-introduction letter to a visiting Japanese teacher following the conventions of the text type and stroke order on genkōyoshi paper. Concepts of self-introduction and expressing personal information were explored …
Hiragana writing task – introductory letter - AT | Samples | Work samples | Resources
Λάμψε, Λάμψε, Μικρό Αστέρι – AT
Students learnt about nursery rhymes and how to sing some popular songs in Greek. In this task, students were asked to sing ‘twinkle, twinkle, little star’ in Greek with appropriate actions.
Λάμψε, Λάμψε, Μικρό Αστέρι – AT | Samples | Work samples | Resources
UnM2
Face value recognises 5c, 10c, 20c and 50c coins based on face value recognises $1 and $2 coins based on face value
UnM2 | Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
QuN12
Understanding place value (directed numbers) orders negative numbers (recognises that −10 °C is colder than −2.5 °C) Representing place value recognises, reads and interprets very large and very small numbers expresses numbers as powers of 10 …
QuN12 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UuM4
Using equal units for indirect comparison describes the qualitative relationship between the size and number of units (with bigger units you need fewer of them) chooses and uses a selection of the same size and type of units to make indirect comparisons …
UuM4 | Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
AdS7
Flexible strategies with two-digit numbers applies knowledge of 10 as a unit to add and subtract 2 two-digit numbers (jump strategy, split strategy or compensation) manipulates tens and ones flexibly for addition and subtraction (to add 45 and 37, …
AdS7 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
NPA4
Continuing number patterns continues patterns where the difference between each term is the same number (2, 4, 6, 8, 10 …) describes rules for continuing patterns where the difference between each term is the same number (to find the next number …
NPA4 | Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InF6
Fractions as numbers connects the concepts of fractions and division: a fraction is a quotient, or a division statement (two-sixths is the same as 2 ÷ 6 or 2 partitioned into 6 equal parts) justifies where to place fractions on a number line (to place …
InF6 | Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InF1
Creating halves identifies the part and the whole recognises dividing a whole into 2 parts can create equal or unequal parts creates equal halves by attending to the linear aspect of a model (folds a paper strip in half to make equal pieces by aligning …
InF1 | Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
AdS8
Flexible strategies with three-digit numbers and beyond manipulates hundreds, tens and ones flexibly to add and subtract 2 three-digit numbers (to add 250 and 457, ungroups the 250 into 2 hundreds and 5 tens, responds 457 plus 2 hundred is 657, plus …
AdS8 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UuM3
Using informal units of measurement estimates the total number of units needed to measure uses multiple informal units to measure length, mass or capacity (uses paper clips to measure the length of a line) chooses and uses a selection of the same …
UuM3 | Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InF2
Repeated halving recognises quarters and eighths formed by repeated halving of a length (finds halfway then halves each half, or repeatedly halves using a linear arrangement of discrete items – 8 counters halved and then halved again into 4 groups …
InF2 | Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PKW4
Phonic knowledge says the most common phoneme for all single-letter graphemes writes/selects corresponding graphemes for all common phonemes blends phonemes for all common, single-letter graphemes to read VC and CVC words and applies this knowledge …
PKW4 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
IRD5
Graphical representations of data uses graphical representations relevant to the purpose of the collection of the data uses features of graphical representations to make predictions recognises that continuous variables depicting growth or change …
IRD5 | Interpreting and representing data | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
QuN9
Producing number names of any size counts forwards and backwards from any number produces and reads numbers to at least 1000 Numeral recognition and identification of place value recognises and identifies numerals from a given range up to 1000 …
QuN9 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
AdS6
Flexible strategies with combinations to 10 uses a range of non–count-by-one strategies when adding or subtracting two or more numbers (bridging to 10, near doubles) uses part-whole construction of number to partition a whole number into parts (partitions …
AdS6 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources