Understanding units of measurement description
This sub-element describes how a student becomes increasingly able to recognise attributes that can be measured and how units of measure are used and calculated. In making the transition from informal to formal units, a student attends to the structure …
Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Positioning and locating description
This sub-element describes how a student becomes increasingly able to recognise the attributes of position and location, and to use positional language to describe himself/herself and objects in various locations. A student learns to reason with representations …
Positioning and locating | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Measuring time description
This sub-element describes how a student becomes increasingly aware of the passage of time. A student appreciates units of time are associated with regularly occurring events, such as the rotation of Earth or the swing of a pendulum. They apply units …
Measuring time | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Understanding chance description
Our modern understandings of probability date from the second half of the 17th century with the analysis of games of chance. Many of the basic ideas of probability can run contrary to common beliefs. Recognising how what has happened in the past does …
Understanding chance | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Interpreting and representing data description
This sub-element describes how a student becomes increasingly able to recognise and use visual and numerical displays to describe data associated with statistical investigations, and to critically evaluate investigations by others. Making sense of data …
Interpreting and representing data | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Consumer and financial literacy: Information and Communication Technology Capability
The Information and Communication Technology (ICT) Capability supports students to acquire the knowledge, dispositions and skills to use ICT effectively, appropriately and safely in a range of real-world consumer and financial contexts. The ICT Capability …
Consumer and financial literacy: Information and Communication Technology Capability | General capabilities | Dimensions | Curriculum connections | Resources
Understanding texts description
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. …
Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Quantifying numbers description
Although number is an abstract concept which can be represented by a word, a symbol (numeral) or an image, it is central to quantitative thinking. This sub-element describes how a student becomes increasingly able to count, recognise, read and interpret …
Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Additive strategies description
This sub-element describes how a student becomes increasingly able to choose and use additive computational strategies for different purposes. The transition from counting by one to more flexible methods of dealing with quantity, where numbers are treated …
Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Operating with decimals description
This sub-element focuses on understanding the use of place value in operating with decimals. Decimals are better suited to estimating magnitude than fractions because decimals use the base-ten system to record quantity and fractions do not. However, the …
Operating with decimals | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Understanding money description
The descriptive term decimal applied to money refers to the basic conversion units being multiples of ten. However, money is not a true decimal system. Amounts such as $2.99 are spoken as two whole numbers (2 dollars 99) and, due to the withdrawal of …
Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Comparing units (ratios, rates and proportion) description
This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, and a proportion is taken to mean when this comparison is used to describe a related situation in the same comparative terms. …
Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Interpreting fractions description
This sub-element emphasises the development of the fraction concept and the size of fractions rather than the development of procedures or algorithmic skills. Understanding the size of a fraction is an indicator of the depth of a student’s understanding …
Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Creating texts description
The Creating texts sub-element describes how students become increasingly proficient at creating texts for an increasing range of purposes. Students’ writing moves from representing basic concepts and simple ideas to conveying abstract concepts and complex …
Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Multiplicative strategies description
This sub-element describes how a student becomes increasingly able to use multiplicative strategies in computation. The coordination of units multiplicatively involves using the values of one unit applied to each of the units of the other, the multiplier. …
Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
St Stephen's School, Duncraig
St Stephen’s School, Duncraig, is situated 15 kilometres north of Perth. At the time of filming, St Stephen’s Duncraig had 548 students, with the Early Years Learning Framework integrated into the pedagogy of the primary school. The general capabilities …
St Stephen's School, Duncraig | Illustrations of practice | Primary curriculum | Resources
Respect matters: Digitial Technologies
Digital Technologies provides students with opportunities to create digital solutions which address the unique needs and contexts of communities. They develop critical thinking skills which are important in taking respectful action. Students work with …
Respect matters: Digitial Technologies | Subjects | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 5
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 10 to 11, children can discriminate between their needs and wants and make simple …
Consumer and financial literacy: Year 5 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 4
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age eight to nine, parents regulate how children manage their needs and wants within …
Consumer and financial literacy: Year 4 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 6
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 11 to 12, children can discriminate between their needs and wants and they independently …
Consumer and financial literacy: Year 6 | Year levels | Dimensions | Curriculum connections | Resources