Year 3 Sequence of Learning Overview
| Week | Language | Literature | Literacy |
| 1 | Language for interaction
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (VCELA271) |
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274) |
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275) |
| 2 | Phonics and word knowledge
Understand how to use letter-sound relationships and less common letter combinations to spell words (VCELA263) |
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274) |
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275) |
| 3 | Text structure and organisation Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences (VCELA246) | Responding to literature
Develop criteria for establishing personal preferences for literature (VCELT252) |
Interpreting, analysing, evaluating
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256) |
| 4 | Phonics and word knowledge
Understand how to apply knowledge of letter-sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249) |
Responding to literature
Develop criteria for establishing personal preferences for literature (VCELT252) |
Interpreting, analysing, evaluating
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256) |
| 5 | Expressing and developing ideas
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (VCELA262) |
Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266) |
| 6 | Expressing and developing ideas
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (VCELA262) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Creating texts
Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268) |
| 7 | Phonics and word knowledge
Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Creating texts
Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268) |
| 8 | Phonics and word knowledge
Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250) |
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253) |
Creating texts
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267) |
| 9 | Text structure and organisation
Understand that paragraphs are a key organisational feature of written texts (VCELA259) |
Creating literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264) |
Creating texts
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267) |
| 10 | Expressing and developing ideas
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (VCELA261) |
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251) |
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257) |
| Week | Language | Literature | Literacy |
| 1 | Phonics and word knowledge
Understand how to apply knowledge of letter-sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249) |
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274) |
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275) |
| 2 | Phonics and word knowledge
Understand how to apply knowledge of letter-sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249) |
Responding to literature
Develop criteria for establishing personal preferences for literature (VCELT252) |
Interpreting, analysing, evaluating
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256) |
| 3 | Expressing and developing ideas
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (VCELA273) |
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253) |
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257) |
| 4 | Language for interaction
Examine how evaluative language can be varied to be more or less forceful (VCELA272) |
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253) |
Texts in context
Identify the point of view in a text and suggest alternative points of view (VCELY255) |
| 5 | Text structure and organisation
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260) |
Creating literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264) |
Creating texts
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267) |
| 6 | Language variation and change
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (VCELA270) |
Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Creating texts
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269) |
| 7 | Text structure and organisation
Identify the features of online texts that enhance navigation (VCEI_A247) |
Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Creating texts
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269) |
| 8 | Phonics and word knowledge
Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250) |
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274) |
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266) |
| 9 | Phonics and word knowledge
Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276) |
| 10 | Expressing and developing ideas
Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments (VCELA248) |
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253) |
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276) |
| Week | Language | Literature | Literacy |
| 1 | Language for interaction
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (VCELA271) |
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251) |
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275) |
| 2 | Text structure and organisation
Understand that paragraphs are a key organisational feature of written texts (VCELA259) |
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251) |
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257) |
| 3 | Text structure and organisation
Text structure and organisation Understand that paragraphs are a key organisational feature of written texts (VCELA259) |
Responding to literature
Develop criteria for establishing personal preferences for literature (VCELT252) |
Texts in context
Identify the point of view in a text and suggest alternative points of view (VCELY255) |
| 4 | Phonics and word knowledge
Understand how to use letter-sound relationships and less common letter combinations to spell words (VCELA263) |
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274) |
Interpreting, analysing, evaluating
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256) |
| 5 | Phonics and word knowledge
Understand howto use letter-sound relationships and less common letter combinations to spell words (VCELA263) |
Creating literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264) |
Creating texts
Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268) |
| 6 | Text structure and organisation Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences (VCELA246) | Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Creating texts
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267) |
| 7 | Expressing and developing ideas
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (VCELA261) |
Creating literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264) |
Creating texts
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267) |
| 8 | Expressing and developing ideas
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (VCELA262) |
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253) |
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276) |
| 9 | Language for interaction
Examine how evaluative language can be varied to be more or less forceful (VCELA272) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266) |
| 10 | Text structure and organisation
Identify the features of online texts that enhance navigation (VCELA247) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Creating texts
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269) |
| Week | Language | Literature | Literacy |
| 1 | Text structure and organisation
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260) |
Responding to literature
Develop criteria for establishing personal preferences for literature (VCELT252) |
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275) |
| 2 | Text structure and organisation
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260) |
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251) |
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257) |
| 3 | Phonics and word knowledge
Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250) |
Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251) |
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257) |
| 4 | Expressing and developing ideas
Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments (VCELA248) |
Creating literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264) |
Texts in context
Identify the point of view in a text and suggest alternative points of view (VCELY255) |
| 5 | Expressing and developing ideas
Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments (VCELA248) |
Creating literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264) |
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275) |
| 6 | Language variation and change
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (VCELA270) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266) |
| 7 | Expressing and developing ideas
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (VCELA273) |
Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266) |
| 8 | Language for interaction
Examine how evaluative language can be varied to be more or less forceful (VCELA272) |
Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Creating texts
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269) |
| 9 | Text structure and organisation Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences (VCELA246) | Examining literature
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254) |
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276) |
| 10 | Phonics and word knowledge
Understand how to apply knowledge of letter-sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249) |
Creating literature
Create texts that adapt language features and patterns encountered in literary texts (VCELT265) |
Creating texts
Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268) |
| Week | Curriculum Content Descriptions |
| 1 | Number
recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 (AC9M3N01) |
| 2 | Number
recognise and represent unit fractions including 1/2, 1/4, 1/3 and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole (AC9M3NO2) |
| 3 | Measurement
identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates (AC9M3M01) measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings (AC9M3MO2) |
| 4 | Measurement
identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates (AC9M3M01) measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings (AC9M3MO2) |
| 5 | Space
interpret and create two dimensional representations of familiar environments, locating key landmarks and objects relative to each other (AC9M3S1:102) |
| 6 | Space
make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses (AC9M3SP01) |
| 7 | Algebra
recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences (AC9M3A01) extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator (AC9M3A02) |
| 8 | Number
add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator (AC9M3NO3) |
| 9 | Probability
identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ explaining reasoning (AC9M3P01) conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation (AC9M3P02) |
| 10 | Probability
identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ explaining reasoning (AC9M3P01) conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation (AC9M3P02) |
| Week | Curriculum Content Descriptions |
| 1 | Algebra
recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts (AC9M3A03) |
| 2 | Number
multiply and divide one- and two-digit numbers, representing problems using number |
| 3 | Number
estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations (AC9M3N05) |
| 4 | Measurement
recognise and use the relationship between formal units of time including days, hours, minutes and seconds to estimate and compare the duration of events (AC9M3M03) describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute (AC9fv13N104) |
| 5 | Measurement
recognise and use the relationship between formal units of time including days, hours, minutes and seconds to estimate and compare the duration of events (AC9M3M03) describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute (AC9M3M04) |
| 6 | Statistics
acquire data for categorical and discrete numerical variables to address a question of |
| 7 | Statistics
create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context (AC9M3ST02) conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest (AC9M3ST03) |
| 8 | Number
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation (AC9M3N06) |
| 9 | Measurement
recognise the relationships between dollars and cents and represent money values in different ways (AC9M3MO6) |
| 10 | Measurement
recognise the relationships between dollars and cents and represent money values in different ways (AC9M3M06) |
| Week | Curriculum Content Descriptions |
| 1 | Number
follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns (AC9M3N07) |
| 2 | Algebra
recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts (AC9M3A03) |
| 3 | Measurement
identify angles as measures of turn and compare angles with right angles in everyday situations (AC9M3M05) |
| 4 | Number
recognise and represent unit fractions including ½, 1/3, ¼ and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole (AC9M3NO2) |
| 5 | Measurement
identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates (AC9M3M01) measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings (AC9M3MO2) |
| 6 | Algebra
recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences (AC9M3A01) extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator (AC9M3A02) |
| 7 | Number
add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator (AC9M3NO3) |
| 8 | Space
interpret and create two dimensional representations of familiar environments, locating key landmarks and objects relative to each other (AC9M3SP02) make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses (AC9M3SP01) |
| 9 | Number
estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations (AC9M3N05) |
| 10 | Statistics
acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets (AC9M3ST01) create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context (AC9M3ST02) conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest (AC9M3ST03) |
| Week | Curriculum Content Descriptions |
| 1 | Probability
identify practical activities and everyday events involving chance; describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ explaining reasoning (AC9M3P01) conduct repeated chance experiments; identify and describe possible outcomes, record the results, recognise and discuss the variation (AC9M3P02) |
| 2 | Number
recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 (AC9M3N01) |
| 3 | Number
follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns (AC9M3N07) |
| 4 | Number
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation (AC9M3N06) |
| 5 | Measurement
recognise and use the relationship between formal units of time including days, hours, describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute (AC9M3M04) |
| 6 | Number
multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies (AC9M3N04) |
| 7 | Space
interpret and create two dimensional representations of familiar environments, locating key landmarks and objects relative to each other (AC9M3SP02) make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses (AC9M3SP01) |
| 8 | Measurement
identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates (AC9M3M01) |
| 9 | Consolidation |
| 10 | Consolidation |
Students further develop proficiency and positive dispositions towards mathematics and its use as they:
- become increasingly aware of the usefulness of mathematics to model situations and solve practical problems
- recognise that mathematics has conventions and language enabling the unambiguous communication of ideas and results
- experience the power of being able to manipulate numbers using a range of strategies that are based on proficiency with single-digit addition facts and their understanding of place value in the base 10 number system, partitioning and regrouping
- begin to apply their understanding of algorithms and technology to experiment with numbers and recognise patterns
- develop, extend and apply their addition and multiplication facts and related facts for subtraction and division through recognising connections between operations and develop automaticity for 3, 4, 5, and 10 multiplication facts through games and meaningful practice
- learn to formulate, choose and use calculation strategies, communicating their solutions within a modelling context
- use metric units to measure and compare objects and events
- recognise the relationship between dollars and cents and learn to represent money values in different ways
- determine key features of objects and spaces, and use these when they build models and spatial representations
- undertake, with guidance, statistical investigations that are meaningful to them, making decisions about their use and representation of categorical and discrete numerical data and reporting findings
- develop a qualitative understanding of chance and use the language of chance to describe and compare the outcomes of familiar chance events
- become increasingly able to understand that differer’
outcomes can be the results of ranaom orocessei