Numeracy

Introduction

In the Australian Curriculum, students become numerate as they develop the knowledge and
skills to use mathematics confidently across other learning areas at school and in their lives
more broadly. Numeracy involves students in recognising and understanding the role of
mathematics in the world and having the dispositions and capacities to use mathematical
knowledge and skills purposefully.

The Melbourne Declaration of Educational Goals for Young Australians (MCEETYA 2008)
recognises that numeracy is an essential skill for students in becoming successful learners
at school and in life beyond school, and in preparing them for their future roles as family,
community and workforce members. More broadly, a numerate population is critical in
ensuring the nation’s ongoing prosperity, productivity and workforce participation.

Scope of the Numeracy

Numeracy encompasses the knowledge, skills, behaviours and dispositions that students
need to use mathematics in a wide range of situations. The Numeracy learning continuum
identifies the related mathematical knowledge and skills, and contextualises these through
learning area examples.

When teachers identify numeracy demands across the curriculum, students have
opportunities to transfer their mathematical knowledge and skills to contexts outside the
mathematics classroom. These opportunities assist students to recognise the interconnected
nature of mathematical knowledge, other learning areas and the wider world, and encourage
them to use their mathematical skills broadly.

For a description of the organising elements for Numeracy, go to Organising elements.

Numeracy across the curriculum

In the Australian Curriculum, much of the explicit teaching of numeracy skills occurs in
Mathematics. Being numerate involves more than the application of routine procedures
within the mathematics classroom. Students need to recognise that mathematics is
constantly used outside the mathematics classroom and that numerate people apply general
mathematical skills in a wide range of familiar and unfamiliar situations.

Using mathematical skills across the curriculum both enriches the study of other learning
areas and contributes to the development of a broader and deeper understanding of
numeracy. Therefore, a commitment to numeracy development is an essential component of
learning areas across the curriculum and a responsibility for all teachers. This requires that
teachers:

 identify the specific numeracy demands of their learning area

 provide learning experiences and opportunities that support the application of
students’ general mathematical knowledge and skills
 use the language of numeracy in their teaching as appropriate.

1
Teachers should be aware of the correct use of mathematical language in their own learning
areas. Understanding mathematical terminology and the specific uses of language in
mathematics is essential for numeracy.

The Numeracy capability is addressed through the learning areas and is identified wherever
it is developed or applied in content descriptions. It is also identified where it offers
opportunities to add depth and richness to student learning in content elaborations. An icon
indicates where Numeracy has been identified in learning area content descriptions and
elaborations. A filter function on the Australian Curriculum website assists users to find
where Numeracy has been identified in F–10 curriculum content. Teachers may find further
opportunities to incorporate explicit teaching of Numeracy depending on their choice of
activities. Students can also be encouraged to develop capability through personally relevant
initiatives of their own design.

 Numeracy in English
([Link]/English/General-capabilities)

 Numeracy in Mathematics
([Link]/Mathematics/General-capabilities)

 Numeracy in Science
([Link]/Science/General-capabilities)

 Numeracy in History
([Link]/History/General-capabilities)

Background

This background summarises the evidence base from which the Numeracy capability’s
introduction, organising elements and learning continuum have been developed. It draws on
recent international and national research, as well as initiatives and programs that focus on
numeracy across the curriculum.

The identification of numeracy as a general capability or competence to be addressed

across the curriculum is supported by the literature. In Australia, the National Numeracy
Review Report (Commonwealth of Australia 2008) argued for an emphasis both on
mathematics as a distinct area of study and numeracy as an across-the-curriculum
competency. In order to develop the ability to communicate numeric information effectively,
students should engage in learning that involves using mathematics in the context of other
disciplines. This requires a cross-curricular commitment and is not just the responsibility of
the Mathematics Department (Miller 2010).

The Numeracy capability and learning continuum have been informed by a range of findings
identified in the literature over a considerable period of time. Steen (2001) pointed out the
ever-increasing gap between the quantitative needs of citizens and their quantitative
capacity, while Miller (2010) continues to argue that quantitative literacy is a proficiency that
is essential for people to be able to participate fully in a democratic society. Most recently,
concerns about low levels of financial literacy shown by young people in Australia prompted
the development of a National Consumer and Financial Literacy Framework to support the
development of financial literacy skills in young people (MCEECDYA 2011).

The approach to the Numeracy capability, reflected in an optimal approach taken in schools,
is informed by aspects of numeracy that were highlighted in the literature, including that:

2
 mathematics that people use in context is better understood than mathematics taught
in isolation (Carraher, Carraher and Schliemann 1985; Zevenbergen and
Zevenbergen 2009)

 knowledge is not automatically transferable from mathematics to other contexts

(Lave 1988); numeracy requires contextual and strategic knowledge as well as
mathematical skills (AAMT 1998)

 in numeracy there may be more than one suitable answer or method (Cohen 2001)

 numeracy moments often arise in unexpected situations (Thornton and Hogan 2005).

3
References

Ahlgrim-Delzell, L., Knight, V., Jimenez, B. & Agnello, B., 2009, Research-Based Practices
for Creating Access to the General Curriculum in Mathematics for Students with Significant
Intellectual Disabilities, Chief Council of State School Officers, Washington, DC,
[Link]/Documents/2009/Research_Based_Practices_Math_2009.pdf (accessed
June 2012).

Australian Association of Mathematics Teachers 1998, Policy on Numeracy Education in

Schools, AAMT, Adelaide.

Browder, M., Spooner, F.2011, Teaching Students with Moderate and Severe Disabilities,
Guilford, New York.

Carraher, T., Carraher, D. & Schliemann, A. 1985, ‘Mathematics in the streets and in
schools’, British Journal of Developmental Psychology, 3, pp. 21–29.

Cockcroft, W.H. 1982, The Cockcroft Report: mathematics counts, The History of Education
in England: [Link]/documents/cockcroft/ (accessed 2 November
2011).

Cohen, P. 2001, ‘The Emergence of Numeracy’, in Steen, L. (ed), Mathematics and

Democracy: the case for quantitative literacy, National Council on Education and the
Disciplines, USA.

Council of Australian Governments 2008, National Numeracy Review Report,

Commonwealth of Australia, Barton, ACT.

Crowther, G. 1959, 15 to 18: A report of the Central Advisory Committee for Education
(England), HMSO, London.

Department of Employment, Education, Training and Youth Affairs 1997, Numeracy =

Everyone’s Business: Report of the Numeracy Education Strategy Development
Conference, AAMT, Adelaide.

Frankenstein, M. 2001, ‘To Read the World: goals for a critical mathematical literacy’, in Lee,
B. & Spencer, T. (eds), Mathematics: Shaping Australia, Proceedings of the 18th Biennial
Conference of the Australian Association of Mathematics Teachers, AAMT, Adelaide.

Lave, J. 1988, Cognition in practice: Mind, mathematics and culture in everyday life,
Cambridge University Press, Cambridge.

Miller, J. 2010, ‘Quantitative Literacy Across the Curriculum: integrating skills from English
composition, mathematics and the substantive disciplines’, The Educational Forum, October,
vol. 74, no. 4.

Ministerial Council for Education, Early Childhood Development and Youth Affairs 2011,
National Consumer and Financial Literacy Framework, MCEECDYA, Carlton South, Victoria.

Ministerial Council on Education, Employment, Training & Youth Affairs 2008, Melbourne
Declaration on Educational Goals for Young Australians:
[Link]/verve/_resources/National_Declaration_on_the_Educational_Goals
_for_Young_Australians.pdf (accessed 2 November 2011).

4
Organisation for Economic Co-operation and Development 2001, Knowledge and Skills for
Life: first results from PISA 2000, p. 22, OECD, Paris.

Steen, L. 2001, ‘The Case for Quantitative Literacy’, in Steen, L. (ed), Mathematics and
Democracy: the case for quantitative literacy, pp. 1–22, National Council on Education and
the Disciplines, USA.

Thornton, S. & Hogan, J. 2005, ‘Mathematics for Everybody: implications for the lower
secondary school’, in Coupland, M., Anderson, J. & Spencer, T. (eds), Making Mathematics
Vital, Proceedings of the 20th Biennial Conference of the Australian Association of
Mathematics Teachers, pp. 243–252, AAMT, Adelaide.

Watson, J.M. & Callingham, R.A. 2003, ‘Statistical Literacy: a complex hierarchical
construct’, Statistics Education Research Journal, vol. 2, no. 2, pp. 3–46.

Willis, S. 1992, ‘Being Numerate: Whose right? Who’s left?’, Literacy and Numeracy
Exchange, Autumn 1992.

Zevenbergen, R. & Zevenbergen, K. 2009, ‘The Numeracies of Boatbuilding: new

numeracies shaped by workplace technologies’, International Journal of Science and
Mathematics Education, vol. 7, no. 1, pp. 183–206.

5
Organising elements
The Numeracy learning continuum is organised into six interrelated elements:

 Estimating and calculating with whole numbers

 Recognising and using patterns and relationships
 Using fractions, decimals, percentages, ratios and rates
 Using spatial reasoning
 Interpreting statistical information
 Using measurement

These elements are drawn from the strands of the Australian Curriculum: Mathematics as
shown in the table below:

Numeracy Continuum Australian Curriculum: Mathematics

Number and Algebra

Estimating and calculating with whole numbers Measurement and Geometry

Recognising and using patterns and Number and Algebra

relationships Statistics and Probability

Using fractions, decimals, percentages, ratios

Number and Algebra
and rates
Measurement and Geometry

Using spatial reasoning Measurement and Geometry

Interpreting statistical information Statistics and Probability

Using measurement Measurement and Geometry

The diagram below sets out these elements.

Organising elements for Numeracy

6
Estimating and calculating with whole numbers

This element involves students using numbers for different purposes. Students apply skills in
estimating and calculating with whole numbers to solve and model everyday problems in a
wide range of authentic contexts using efficient mental, written and digital strategies. They
identify situations where money is used and apply their knowledge of the value of money to
purchasing, budgeting and justifying the use of money. In developing and acting with
numeracy, students:

 understand and use numbers in context

 estimate and calculate
 use money.

Recognising and using patterns and relationships

This element involves students identifying trends and describing and using a wide range of
rules and relationships to continue and predict patterns. Students apply their understanding
of patterns and relationships when solving problems in authentic contexts.

Using fractions, decimals, percentages, ratios and rates

This element involves students developing an understanding of the meaning of fractions and
decimals, their representations as ratios, rates and percentages, and how they can be
applied in real-life situations. Students visualise, order and describe shapes and objects
using their proportions and the relationships of ratios, rates and percentages to solve
problems in authentic contexts. In developing and acting with numeracy, students:

 interpret proportional reasoning

 apply proportional reasoning.

Using spatial reasoning

This element involves students in making sense of the space around them. Students
visualise, identify and sort shapes and objects, describing their key features in the
environment. They use symmetry, shapes and angles to solve problems in authentic
contexts and interpret maps and diagrams, using scales, legends and directional language
to identify and describe routes and locations. In developing and acting with numeracy,
students:

 visualise 2D shapes and 3D objects

 interpret maps and diagrams.

Interpreting statistical information

This element involves students gaining familiarity with the way statistical information is
represented through solving problems in authentic contexts that involve collecting, recording,
displaying, comparing and evaluating the effectiveness of data displays of various types.
Students use appropriate language and numerical representations when explaining the
outcomes of chance events. In developing and acting with numeracy, students:

7
  interpret data displays
 interpret chance events.

Using measurement
This element involves students learning about measurement of length, area, volume,
capacity, time and mass. Students estimate, measure, compare and calculate using metric
units when solving problems in authentic contexts. They read clocks and convert between
time systems, identify and sequence dates and events using a calendar and use timetables
for a variety of purposes. In developing and acting with numeracy, students:

 estimate and measure with metric units

 operate with clocks, calendars and timetables.

8
Numeracy Learning Continuum
Estimating and calculating with whole numbers

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1b
1a Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Foundation Year, Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
students

Understand and use numbers in context

demonstrate concepts connect and order model, represent, model, represent, identify, describe and compare, order and use different ways
of counting using number names, order and use order and use use numbers larger use positive and to represent very
every day experiences numerals and numbers up to four numbers up to five than one million negative numbers to large and very
groups of objects digits digits solve everyday small numbers
using numbers up to problems including scientific
two digits notation
Examples Examples Examples Examples Examples Examples Examples
 showing  sorting  estimating growth  estimating the  estimating and  recording  comparing the
anticipation that numbered of living things quantity of comparing different boiling Gross
something will objects into and representing supplies for the population growth and freezing Domestic
happen on the ascending order prediction by First Fleet of the twentieth points in an Product (GDP)
count of 1, 2, 3 or identifying making a chart century in experiment of nations or
how many different countries representation
members there or states of of atoms in
are in the Australia different
school sport’s materials
team
Mathematics English ACELA1466 Mathematics Mathematics Mathematics Mathematics
ACMNA001 ACMNA073 ACMNA123 ACMNA280 ACMNA210
Mathematics
Science ACSSU003 ACMNA027 Science ACSSU075 Science ACSSU078 Science ACSIS141 Science ACSSU184
History ACHHS015 Science ACSIS038 History ACHHS081 History History History
ACHHS116 ACDSEH071 ACDSEH147
History ACHHS047
Estimate and calculate

recognise the effects solve everyday estimate the solution estimate a solution to solve problems and solve complex solve and model
of adding to and addition and share to a problem and then a problem and then check calculations problems by problems involving
taking away from a stories calculate the answer check the solution by using efficient mental estimating and complex data by
collection of objects recalling addition, and written strategies calculating using estimating and
subtraction, efficient mental, calculating using a
multiplication and written and digital variety of efficient

9
 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1b
1a Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Foundation Year, Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
students
division facts strategies mental, written and
digital strategies
Examples Examples Examples Examples Examples Examples Examples
 recognising that a  modelling a  calculating the  calculating the  measuring and  calculating the  using
pile of books gets number story on total for two difference estimating the running costs of a statistics to
bigger when a favourite book purchases at the between the growth of plants range of predict
adding to it or multimedia school canteen number of household trends such
presentation convicts who left appliances with as the use of
Britain on the different energy social media
First Fleet and the ratings in different
number who age groups
arrived in
Australia
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
ACMNA004 ACMNA030 ACMNA076 ACMNA128 ACMNA183 ACMNA232

Use money

identify situations that recognise the different identify and use estimate the change create simple financial identify and justify evaluate financial
involve the use of value of coins and combinations of coins from simple purchases plans, budgets and ‘best value for money’ plans to support
money notes in the Australian and notes for simple cost predictions decisions specific financial goals
monetary system purchases

Example Examples Examples Examples Examples Examples Examples

 using pictures of naming the value  selecting the right  working out  creating a simple  comparing  developing a
the local of different coins money to buy change from $5 budget for a different phone budget/ financial
community to and notes lunch from the when buying a birthday party for plans and plan to save for a
identify places school canteen drink 10 friends presenting a desired item
where money can reason for taking into
be used purchasing the account the
chosen plan interest earned
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
ACMNA001 ACMNA034 ACMNA080 ACMNA106 ACMNA174 ACMNA211

10
Recognising and using patterns and relationships

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

Recognise and use patterns and relationships

recognise simple describe and continue identify, describe and identify and describe identify and describe identify trends using explain how the
patterns in everyday patterns create everyday trends in everyday pattern rules and number rules and practical application of
contexts patterns patterns relationships that help relationships patterns can be used
to identify trends to identify trends
Example Examples Examples Examples Examples Examples Examples
 recognising  continuing simple  creating a pattern  creating a pattern  survey dates in a  using fuel  using mobile
patterns in patterns using based on the that could be local cemetery to consumptions vs. phone bills to
games, music, different colours petal structure of used to produce a find clues about distance data to identify usage
artwork or repeating a a flower mosaic patterns of determine trends
pattern in music settlement patterns of a
vehicle’s fuel
consumption
English ACELT1579 English ACELT1592 Mathematics Mathematics Science ACSIS145 Mathematics
ACMNA081 ACMNA133 ACMNA208
Mathematics Mathematics History ACHHS148
ACMNA005 ACMNA035 Science ACSHE061 Science ACSIS107 Science ACSIS169
Science ACSSU004 Science ACSSU019 History ACHHS081 History ACHHS117 History ACDSEH145
History ACHHK001 History ACHHS047

11
Using fractions, decimals, percentages, ratios and rates
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

Interpret proportional reasoning

recognise a ‘whole’ recognise that a whole visualise and describe visualise, describe visualise, describe visualise and describe illustrate and order
and ‘parts of a whole’ object can be divided halves and quarters and order tenths, and order equivalent the proportions of relationships for
within everyday into equal parts hundredths, 1-place fractions, decimals percentages, ratios fractions, decimals,
contexts and 2-place decimals and simple and rates percentages, ratios
percentages and rates
Example Examples Examples Examples Examples Examples Examples
 separating  fold or cut a  cutting an item of  putting the  explaining how to  explaining the  calculating and
objects or dividing shape into equal food in half and amounts of make a drink sizes of different plotting the
materials into parts then half again money raised by using 20% fruit, cultural groups as savings made on
non-equal parts different classes 30% lemonade proportions of the a variable interest
in a school and 50% fruit population of the rate mortgage for
fundraiser into juice local community the past 5 years
order
Mathematics Mathematics Mathematics Mathematics Mathematics
ACMNA033 ACMNA079 ACMNA131 ACMNA173 ACMNA208

Apply proportional reasoning

Level 1b is the starting identify quantities solve problems using solve problems using solve problems using solve problems using solve problems
point for this sub- such as more, less halves and quarters equivalent fractions for equivalent fractions, simple percentages, involving fractions,
element and the same in tenths, hundredths, 1- decimals and simple ratios and rates decimals,
everyday comparisons place and 2-place percentages percentages, ratios
decimals and rates
Examples Examples Examples Examples Examples Examples
 pouring a liquid  using kitchen  finding the time  using migration  comparing and  using proportional
equally into two measuring difference statistics to show contrasting trends reasoning to
containers or equipment to between the which 50-year in migration from assess the impact
identifying that show 2 half cup fastest and period in Asian countries to of changes in
one storage measures can be slowest times for Australia’s history Australia since society and
container is larger used instead of a a class Beep test had the largest World War II significant events,
than another 1 cup measure percentage of for example
growth population loss
from the 1919

12
 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

influenza
epidemic
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
ACMNA003 ACMNA016 ACMNA077 ACMNA103 ACMNA187 ACMNA208

Using spatial reasoning

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the
Typically by the end of Typically by the end Typically by the end of Typically by the end of
Typically by the end of end of Year 4,
Year 2, students of Year 6, students Year 8, students Year 10, students
Foundation Year, students
students

Visualise 2D shapes and 3D objects

sort or match objects sort and name simple identify, sort and visualise, sort, visualise, sort, visualise, describe and visualise, describe and
according to their 2D shapes and 3D describe common identify and describe describe and compare apply their analyse the way
features objects 2D shapes and 3D symmetry, shapes the features of objects understanding of the shapes and objects
objects and angles in the such as prisms and features and are combined and
environment pyramids in the properties of 2D positioned in the
environment shapes and 3D environment for
objects different purposes

Example Examples Examples Examples Examples Examples Examples

 sorting objects by  grouping 2D  creating a  recording the  explaining why  identifying and  explaining how
features of shape, shapes and 3D structure using a angles of the some angles are explaining key the design of
size, colour and objects by their variety of shapes shots hit by a used more features of buildings in the
function features, colour batsman in a frequently in built architecture in local community
and materials cricket match environments Qing China reflect their use
than others
Mathematics Mathematics English ACELA1483 Mathematics Mathematics Mathematics
ACMNA005 ACMMG022 ACMMG111 ACMMG161 ACMMG216
Mathematics
Science Science ACSIS038 ACMMG066 Science ACSSU078
ACSSU003
Science ACSSU048

13
 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the
Typically by the end of Typically by the end Typically by the end of Typically by the end of
Typically by the end of end of Year 4,
Year 2, students of Year 6, students Year 8, students Year 10, students
Foundation Year, students
students

Interpret maps and diagrams

demonstrate follow directions to give and follow interpret information, identify and describe create and interpret create and interpret
awareness of position demonstrate directions on maps locate positions and routes and locations, 2D and 3D maps, maps, models and
of self and objects in understanding of and diagrams of describe routes on using grid reference models and diagrams diagrams using a
relation to everyday common position familiar locations maps and diagrams systems and range of mapping tools
contexts words and movements using simple scales, directional language
legends and such as north or north
directional language east

Example Examples Examples Examples Examples Examples Examples

 following actions  using a diagram  using the  creating and  using a street  creating a map  using digital
to a song or or picture as a language of labelling a map to describe showing the mapping tools to
dance guide to building a position and diagram how to locate a expansion of the show the
model movement to showing the friend’s house Mongol Empire movement of
direct a friend to a location of across Europe people in the
new location historical and Asia transatlantic slave
features in the trade or convict
local community transportation to
Australia
Mathematics Mathematics Mathematics English ACELA1524 History ACDSEH078 Science ACSSU190
ACMMG010 ACMMG044 ACMMG090
Mathematics History ACDSEH018
Science ACSSU033 History ACMMG113
ACHHK078
History ACHHK045 Science ACSSU096
History ACHHK094

14
Interpreting statistical information
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

Interpret data displays

display information recognise how to ask collect and describe collect record and collect, compare, compare, interpret evaluate media
using real objects or and answer simple data on a relevant display data as tables, describe and interpret and assess the statistics and trends
photographs and data questions and issue based on one diagrams, picture data as 2-way tables, effectiveness of by linking claims to
respond to questions interpret data in variable and display graphs and column double column graphs different data displays data displays,
about the information drawings or picture as lists, tables or graphs and sector graphs, of the same statistics and
displayed graphs picture graphs including from digital information representative data
media
Example Examples Examples Examples Examples Examples Examples
 displaying the  asking class  construct column  presenting  comparing and  using secondary  using bar graphs
most popular members which graphs and evidence about discussing line data to to compare food
activity in the football team they picture graphs to the foods eaten graphs about investigate rations from
class using support and represent the by animals in a pulse rates when changes in the World War II with
photographs recording this amount of water column graph at rest and after mean and median their own food
information using wasted by a activity rainfalls and consumption
the team logos dripping tap over water
a week consumption in
different locations
 choosing the
most effective
data display to
compare mean
and median
rainfalls and
water
consumption in
different locations
and justifying
choice of display
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
ACMSP011 ACMSP048 ACMSP096 ACMSP147 ACMSP170 ACMSP253
Science ACSIS014 Science ACSIS040 Science ACSIS068 Science ACSIS107 Science ACSIS146 Science ACSIS206
History ACHHK001 History ACHHS036 History ACHHS087 History ACHHS125 History History ACHHS189
ACHHS153

15
 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

Interpret chance events

Level 1b is the starting recognise that some identify and describe describe possible describe chance describe and explain explain the likelihood
point for this sub- events might or might familiar events that outcomes from events and compare why the actual results of multiple events
element not happen involve chance chance experiments observed outcomes of chance events are occurring together by
using informal chance with predictions using not always the same giving examples of
language and numerical as expected results situations when they
recognising variations representations such might happen
in results as a 75% chance of
rain or 50/50 chance
of snow
Example Examples Examples Examples Examples Examples
 recognising  discussing and  understanding  comparing and  predicting and  rolling two die and
 that it might or using the and using terms discussing the comparing the determining the
might not rain language of denoting the difference outcomes of probability of both
tomorrow chance to likelihood of between plant-cloning displaying the
describe the events, including predicted data techniques in same numbered
likelihood of colloquial terms and evidence agriculture face
events such as such as ‘no way’, when explaining
‘will’, ‘won’t’ and ‘for sure’ the outcomes of
‘might’ an investigation
Mathematics Mathematics Mathematics Mathematics Mathematics
ACMSP024 ACMSP067 ACMSP146 ACMSP205 ACMSP225
Science ACSIS212 Science ACSIS216 Science Science ACSIS141
ACSHE098

16
Using measurement

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

Estimate and measure with metric units

use informal language measure by estimate, measure estimate, measure choose and use convert between solve complex
and/or actions to comparing objects and order using direct and compare the appropriate metric common metric units problems involving
describe and indicate if these and indirect length, temperature, units for length, area, for volume and
characteristics of surface area and
measurements are the comparisons and volume, capacity and volume, capacity and capacity and use
length, temperature, volume of prisms and
same or different informal units to mass of everyday mass to solve perimeter, area and
mass, volume, collect and record objects using metric everyday problems volume formulas to cylinders and
capacity and area in information about units and scaled solve authentic composite solids
familiar environments shapes and objects instruments problems

Example Examples Examples Examples Examples Examples Examples

 using hand  comparing the  using informal  using a  using  estimating and  working out how
gestures to length of two measures to thermometer to measurements working out the much space is
describe the objects and record measure heating from maps, plans area of a taken up by
length of an indicating which observations, and cooling and and other sources vegetable garden kitchen
object one is longer compare masses recording results to describe in square metres cupboards in a
of objects using a to the nearest half historical and calculating kitchen design
balance scale, unit buildings and the how much and the area of
measure the layout of sugarcane mulch remaining walls
heights of plants settlements to buy to cover it that will need to
in hand spans be painted

17
 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics

ACMMG006 ACMMG037 ACMMG084 ACMMG137 ACMMG195 ACMMG242
Science Science Science Science Science
ACSIS039 ACSIS066 ACSIS104 ACSIS141 ACSIS200

Operate with clocks, calendars and timetables

sequence familiar sequence familiar read digital and read digital and convert between 12- use 12- and 24-hour use 12- and 24-hour
actions and events in actions and events analogue clocks to the analogue clocks to the and 24-hour systems systems within a systems within a
a variety of ways using the everyday half and quarter hour, minute, convert to solve time single time zone to multiple time zone to
language of time sequence events by between hours and problems, interpret solve time problems, solve time problems,
months and seasons minutes, use 'am' and and use timetables and place personal use large and small
and identify a date on 'pm', and use from print and digital and family events on timescales in complex
a calendar calendars to locate sources an extended time contexts and place
and compare time scale historical and scientific
events events on an
extended time scale

Example Examples Examples Examples Examples Examples Examples

 associating  retelling a familiar  developing a list  calculating how  working out how  recording the  calculating the
familiar activities story or sorting for celebrating many hours are long it would take correct time when correct time
with times of the pictures from a class birthdays spent at school in to get from home creating a new differences before
day or days of the familiar event into the month of July to the airport by event in a social phoning an
week using time order bus or train media website overseas friend
pictorial, written
or technology
formats

English English ACELY1671 Mathematics Mathematics Mathematics Mathematics

18
 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

1a 1b
Typically by the end of Typically by the end of Typically by the end of Typically by the end of Typically by the end of
Typically by the end of
Year 2, students Year 4, students Year 6, students Year 8, students Year 10, students
Foundation Year,
students

ACELT1580 Mathematics ACMMG086 ACMMG139 ACMNA199 ACMMG219

Mathematics ACMMG041 Science ACSSU048 Science Science Science
ACMMG007 ACSSU096 ACSSU115 ACSSU185
Science ACSSU019 History
Science ACSSU004 History ACHHS081 History History History
ACHHS117 ACHHS148 ACHHS182
History ACHHS015 ACHHK029

19