Precursor indicators have been revised in the Literacy and Numeracy Precursors app starting from Term 1 2024 based on psychometric feedback.
What will change?
Types of indicator changes
No change No change in indicator description, example or numbering
Observations for the earlier version of the indicator will be displayed in the observation history. The count will show the number of earlier modifications for the corresponding indicator, by clicking on the count you will be able to see the old indicator description and numbering.
Please refer table below for more details of revised and new Precursor indicators.
TABLE OF CONTENTS
Updated sub-element indicators
Listening
| 2024 Indicator | 2023 Indicator | Additional Information | |
| LiS0.1 Revised | reacts reflexively to a sound/stimulus | LiS0.1 reacts to a sound/stimulus (e.g. startles, opens eyes, moves legs or arms) | Indicator description revised |
| LiS0.2 Revised | attends to a sound/stimulus (e.g. looks towards a visual stimulus or turns head towards a sound) | LiS0.2 responds to a sound (e.g. looks towards a sound, turns head towards sound) | Indicator description revised |
LiS0.7 Revised | responds to key words that are spoken or represented (e.g. drink, eat, play) | LiS0.7 responds to key words that are spoken or represented (e.g. stops moving when an educator signs "stop") | Indicator example revised |
Interacting
| 2024 Indicator | 2023 Indicator | Additional Information | |
InT0.11 Revised | responds appropriately when greeted (e.g. responds to greetings through gestures, verbally or using AAC device) | InT0.11 responds appropriately when greeted (e.g. through gestures, verbally or using AAC device) | Indicator example revised |
Speaking
| 2024 Indicator | 2023 Indicator | Additional Information | |
SpK0.1 Revised | makes vocalisations or movements in response to people (e.g. student vocalises or moves arms when teacher approaches them) | SpK0.1 makes a reflex vocalisation | Indicator description revised |
| SpK0.2 Revised | uses varying pitch/volume/tone or more animated movements to reflect emotion (e.g. when engaging in a preferred activity, student vocalises loudly showing emotion or moves arms and legs in excitement) | SpK0.2 uses varying pitch/volume/tone in voice to reflect emotion | Indicator description revised |
Phonic knowledge and word recognition
| 2024 Indicator | 2023 Indicator | Additional Information | |
PKW0.2 Revised | attends to different objects, pictures, photos and/or symbols of familiar people, places or objects (e.g. looks at a photo when an educator says “This is your Mum”) | PKW0.2 attends to different objects (e.g. intentionally orients to or looks at a cup when an educator says "This is a cup.") | Merged 2023 indicators PKW0.2 and PKW0.3. Indicator number has changed to PKW0.2 |
PKW0.3 Revised | identifies objects (e.g. student is able to respond to 'Where is the cup?' when presented with two or more objects) | PKW0.4 identifies objects (e.g. student is able to respond to 'Where is the cup?' when presented with two or more objects) | Indicator numbering has changed from PKW0.4 to PKW0.3 |
PKW0.4 Revised | identifies pictures, photos and/or symbols of familiar people, places or objects (e.g. student is able to respond to ‘Where is the cup?’ when presented with two or more pictures) | PKW0.5 identifies pictures, photos and/or symbols of familiar people, places or objects (e.g. student is able to respond to ‘Where is the cup?’ when presented with two or more pictures) | Indicator numbering has changed from PKW0.5 to PKW0.4 |
PKW0.5 Revised | matches similar objects (e.g. when presented with a ball, student selects a similar ball from a choice of two or more items) | PKW0.6 matches similar objects (e.g. when presented with a ball, student selects a similar ball from a choice of two or more items) | Indicator numbering has changed from PKW0.6 to PKW0.5 |
PKW0.6 Revised | matches similar pictures, photos and/or symbols of familiar people, places or objects (e.g. when presented with a photo of their parent, student selects a similar photo from a choice of two or more photos) | PKW0.7 matches similar pictures, photos and/or symbols of familiar people, places or objects (e.g. when presented with a photo of their parent, student selects a similar photo from a choice of two or more photos) | Indicator numbering has changed from PKW0.7 to PKW0.6 |
PKW0.7 Revised | matches to sample ‘letter to letter’ (e.g. puts ‘a’ on ‘a’) | PKW0.8 matches to sample ‘letter to letter’ (e.g. puts ‘a’ on ‘a’) | Indicator numbering has changed from PKW0.8 to PKW0.7 |
PKW0.8 Revised | matches to sample ‘letter to letter’ with distractor(s) (e.g. puts ‘a’ on ‘a’ when also presented with other letters or objects) | PKW0.9 matches to sample ‘letter to letter’ with distractor(s) (e.g. puts ‘a’ on ‘a’ when also presented with other letters or objects) | Indicator numbering has changed from PKW0.9 to PKW0.8 |
PKW0.9 Revised | matches to sample ‘word to word’ (e.g. puts ‘dog' on ‘dog’) | PKW0.10 matches to sample ‘word to word’ (e.g. puts ‘dog' on ‘dog’) | Indicator numbering has changed from PKW0.10 to PKW0.9 |
PKW0.10 Revised | matches symbols, signs or logos that can be found in the environment (e.g. puts ‘stop’ sign on ‘stop’ sign) | PKW0.11 matches symbols, signs or logos that can be found in the environment (e.g. puts ‘stop’ sign on ‘stop’ sign) | Indicator numbering has changed from PKW0.11 to PKW0.10 |
PKW0.11 Revised | selects a symbol, sign or logo that can be found in the environment with distractor(s) (e.g. student selects the symbol of a stop sign when shown 2 or more symbols and asked, “Which one is the stop sign?”) | PKW0.12 selects a symbol, sign or logo that can be found in the environment with distractor(s) (e.g. responds to “Which one is the lift?”) | Indicator example revised. Indicator numbering has changed from PKW0.12 to PKW0.11 |
PKW0.12 Revised | identifies a symbol, sign or logo that can be found in the environment (e.g. when shown a symbol of a stop sign the student names “stop” verbally/using AAC system) | PKW0.13 identifies a symbol, sign or logo that can be found in the environment (e.g. responds to 'What is this symbol/sign/logo?') | Indicator example revised. Indicator numbering has changed from PKW0.13 to PKW0.12 |
Understanding texts
| 2024 Indicator | 2023 Indicator | Additional Information | |
UnT0.1 Revised | interacts with written, digital or sensory (touch and feel) texts (e.g. briefly attends to a book, looks or tracks digital text, uses hands/fingers with sensory texts) | UnT0.2 interacts with written, digital or sensory (touch and feel) texts (e.g. briefly attends to a book, looks or tracks digital text, uses hands/fingers with sensory texts) | Indicator numbering has changed from UnT0.2 to UnT0.1 |
UnT0.2 Revised | anticipates events in very familiar written, digital or sensory texts (e.g. student becomes excited when reader reaches the exciting part of the story) | UnT0.3 anticipates events in shared reading of familiar written, digital or sensory (touch and feel) texts (e.g. smiles, uses body movement, presses switch/AAC device to contribute words/phrases) | Indicator description revised. Indicator numbering has changed from UnT0.3 to UnT0.2 |
UnT0.3 Revised | interacts with objects representing a character/idea related to a text (e.g. looks at, reaches for, touches, points to, manipulates) | UnT0.4 interacts with objects representing a character/idea related to a text (e.g. looks at, reaches for, touches, points to, manipulates) | Indicator numbering has changed from UnT0.4 to UnT0.3 |
UnT0.4 Revised | interacts with pictures or illustrations/photos/symbols representing a character/idea related to a text (e.g. looks at, reaches for, touches, points to) | UnT0.5 interacts with pictures or illustrations/photos/symbols representing a character/idea related to a text (e.g. looks at, reaches for, touches, points to) | Indicator numbering has changed from UnT0.5 to UnT0.4 |
UnT0.5 Revised | selects objects representing a character/idea related to a text (e.g. when asked "find the bear", student selects a toy bear from two or more objects) | UnT0.9 selects objects representing a character/idea related to a text (e.g. when asked "find the bear", student selects a toy bear from two or more objects) | Indicator numbering has changed from UnT0.9 to UnT0.5 |
UnT0.6 Revised | selects pictures or illustrations/photos/symbols representing a character/idea related to a text (e.g. when asked "find the bear", student selects a picture of a bear from a choice of two or more) | UnT0.10 selects pictures or illustrations/photos/symbols representing a character/idea related to a text (e.g. when asked "find the bear", student selects a picture of a bear from a choice of two or more) | Indicator numbering has changed from UnT0.10 to UnT0.6 |
UnT0.7 Revised | recognises photos of familiar people, places or things (e.g. when the teacher says “we are going to the swimming pool”, the student selects the photo of the swimming pool) | UnT0.11 recognises photos of familiar people, places or things (e.g. when asked "Where do we swim?", student selects a photo of the pool) | Indicator example revised. Indicator numbering has changed from UnT0.11 to UnT0.7 |
UnT0.8 Revised | responds to symbols/print (e.g. sits down when shown the symbol for sitting) | UnT0.12 responds to symbols/print (e.g. sits down when shown the symbol for sitting) | Indicator numbering has changed from UnT0.12 to UnT0.8 |
UnT0.9 Revised | selects objects to represent a word (e.g. when told "find the cup", student selects the cup from two or more objects) | UnT0.13 selects objects to represent a word (e.g. when told "find the cup", student selects the cup from two or more objects) | Indicator numbering has changed from UnT0.13 to UnT0.9 |
UnT0.10 Revised | selects pictures/photos/symbols to represent the vocabulary from the text (e.g. when asked to find the tree the student selects the tree from two or more photos) | UnT0.14 selects pictures/photos/symbols to represent a word (e.g. when told "find the elephant", student selects the elephant picture from two or more pictures/photos/symbols) | Indicator description revised. Indicator numbering has changed from UnT0.14 to UnT0.10 |
Creating texts
| 2024 Indicator | 2023 Indicator | Additional Information | |
CrT0.3 Revised | matches objects in relation to the target vocabulary or learning context with one or more distractors | CrT0.4 matches objects in relation to the target vocabulary or learning context | Indicator description revised. Indicator numbering has changed from CrT0.4 to CrT0.3 |
CrT0.4 Revised | matches pictures/photos/symbols in relation to the target vocabulary or learning context with one or more distractors | CrT0.5 matches pictures/photos/symbols in relation to the target vocabulary or learning context | Indicator description revised. Indicator numbering has changed from CrT0.5 to CrT0.4 |
CrT0.5 Revised | selects objects to contribute ideas to a shared text (e.g. when an educator and student are jointly creating a story or recounting an event, student looks at a ball) | CrT0.6 interacts with objects to contribute ideas to a shared text (e.g. when an educator and student are jointly creating a story or recounting an event, student looks at a ball) | Indicator description revised. Indicator numbering has changed from CrT0.6 to CrT0.5 |
CrT0.6 Revised | selects photos/pictures/symbols to contribute ideas to a shared text (e.g. when an educator and student are jointly creating a story or recounting an event, student touches a picture of their parent) | CrT0.7 interacts with photos/pictures/symbols to contribute ideas to a shared text (e.g. when an educator and student are jointly creating a story or recounting an event, student touches a picture of their parent) | Indicator description revised. Indicator numbering has changed from CrT0.7 to CrT0.6 |
Number and place value
| 2024 Indicator | 2023 Indicator | Additional Information | |
NPV0.1 Revised | interacts with an object or group of objects (e.g. looks, reaches, touches, points or manipulates an object to explore its features) | NPV0.1 interacts with a single object (e.g. looks, reaches, touches, points, manipulates) | Merged 2023 indicators NPV0.1 and NPV0.2. Indicator number has changed to NPV0.1 |
NPV0.2 Revised | expresses whether two objects are the 'same' or 'different' (e.g. verbal responses, key word signs, pictures, photos, symbols, individual AAC systems) | NPV0.3 expresses whether two objects are the 'same' or 'different' (e.g. verbal responses, key word signs, pictures, photos, symbols, individual AAC systems) | Indicator numbering has changed from NPV0.3 to NPV0.2 |
NPV0.3 Revised | matches for quantity of items, separate collections of two or more items (e.g. student matches 2 counters to a picture card of 2 dots and then matches 3 counters to a picture card of 3 dots) | NPV0.5 matches for quantity of items, separate collections of two or more items (e.g. student matches 2 counters to a picture card of 2 dots and then matches 3 counters to a picture card of 3 dots) | Indicator numbering has changed from NPV0.5 to NPV0.3 |
NPV0.4 Revised | sorts two types of objects into two separate groups (e.g. red balls separated from blue pencils) | NPV0.6 sorts two types of objects into two separate groups (e.g. red balls separated from blue pencils) | Indicator numbering has changed from NPV0.6 to NPV0.4 |
NPV0.5 Revised | separates one group of objects to make two or more groups (e.g. separates toys into two or more equal or unequal groups) | NPV0.7 separates one group of objects to make two or more groups (e.g. shares objects with peers in equal or unequal amounts) | Indicator example revised, numbering has changed from NPV0.7 to NPV0.5 |
NPV0.6 Revised | attends to number names (spoken/written/digital) and numerals that relate to students’ lives (e.g. looks, reaches, touches, points, manipulates) | NPV0.9 attends to number names (spoken/written/digital) and numerals that relate to students’ lives (e.g. looks, reaches, touches, points, manipulates) | Indicator numbering has changed from NPV0.9 to NPV0.6 |
NPV0.7 Revised | interacts with a numeral or the representation of a numeral (e.g. looks, reaches, touches, points, manipulates) | NPV0.10 interacts with a numeral or the representation of a numeral (e.g. looks, reaches, touches, points, manipulates) | Indicator numbering has changed from NPV0.10 to NPV0.7 |
NPV0.8 Revised | distinguishes between a numeral and a non-numeral (e.g. when presented with a letter and a number, student responds to ‘Find the number’ by selecting the numeral) | NPV0.11 distinguishes between a numeral and a non-numeral (e.g. when presented with a letter and a number, student responds to ‘Find the number’ by selecting the numeral) | Indicator numbering has changed from NPV0.11 to NPV0.8 |
NPV0.9 Revised | matches to sample ‘numeral to numeral’ (e.g. put ‘2’ on ‘2’) with no distractors | NPV0.13 matches to sample ‘numeral to numeral’ (e.g. put ‘2’ on ‘2’) with no distractors | Indicator numbering has changed from NPV0.13 to NPV0.9 |
NPV0.10 Revised | matches numerals with one or more distractors (in the range 1-3, 1-5 and 1-10) | NPV0.14 matches numerals with one or more distractors (in the range 1-3, 1-5 and 1-10) | Indicator numbering has changed from NPV0.14 to NPV0.10 |
Counting processes
| 2024 Indicator | 2023 Indicator | Additional Information | |
CPr0.1 Revised | responds to counting activities (e.g. looks/turns towards teacher as teacher counts; moves to a counting song) | CPr0.2 responds to counting activities (e.g. looks towards a sound, turns head, vocalises, gestures, fixes gaze) | Indicator example revised. Indicator numbering has changed from CPr0.2 to CPr0.1 |
CPr0.2 Revised | interacts with individual objects/groups of objects in counting activities (e.g. looks at, reaches for, touches, points to or manipulates objects that represent the count) | CPr0.3 interacts with individual objects/groups of objects in counting activities (e.g. looks, reaches, touches, points, manipulates) | Indicator example revised. Indicator numbering has changed from CPr0.3 to CPr0.2 |
CPr0.3 Revised | matches objects using one-to-one correspondence to contribute to a counting sequence (e.g. student places a block next to another and stops when they match the entire collection) | CPr0.4 matches objects using one-to-one correspondence to contribute to a counting sequence (e.g. student places a block next to another and stops when they match the entire collection) | Indicator numbering has changed from CPr0.4 to CPr0.3 |
CPr0.4 Revised | adds an object to a group in counting activities (e.g. an educator puts down two red counters and says "1, 2"; after the educator says "3", the student places or indicates to one red counter) | CPr0.5 adds an object to a group in counting activities (e.g. an educator puts down two red counters and says "1, 2"; after the educator says "3", the student places or indicates to one red counter) | Indicator numbering has changed from CPr0.5 to CPr0.4 |
CPr0.5 Revised | adds more than one object to a group in counting activities (e.g. an educator puts down two red counters and says "1, 2"; after the educator says "3" and "4", the student places or indicates to two red counters) | CPr0.6 adds more than one object to a group in counting activities (e.g. an educator puts down two red counters and says "1, 2"; after the educator says "3" and "4", the student places or indicates to two red counters) | Indicator numbering has changed from CPr0.6 to CPr0.5 |
CPr0.6 Revised | removes an object/s from a group in counting activities (e.g. student removes an object/s during counting songs or through games) | CPr0.7 removes an object from a group in counting activities (e.g. educator and student take turns removing an object from a group while using a number line to count backwards) CPr0.8 removes more than one object from a group in counting activities (e.g. educator and student take turns removing objects from a group while using a number line to count backwards) | Merged 2023 indicators CPr0.7 and CPr0.8. Indicator number has changed to CPr0.6 |
Cpr0.7 Revised | responds to a request to give or take away (e.g. student gives or indicates to blue ball when an educator asks "Give blue ball") | CPr0.9 responds to a request to give or take away (e.g. student gives or indicates to blue ball when an educator asks "Give blue ball") | Indicator numbering has changed from CPr0.9 to CPr0.7 |
CPr0.8 Revised | places objects alongside numerals to contribute to a counting sequence (e.g. after educator says "1, 2, 3", student places a toy next to each numeral) | CPr0.11 places objects alongside numerals to contribute to a counting sequence (e.g. after educator says "1, 2, 3", student places a toy next to each numeral) | Indicator numbering has changed from CPr0.11 to CPr0.8 |
CPr0.9 Revised | matches numerals to contribute to a counting sequence (e.g. looks at, uses AAC system, points or physically matches '3' to '3') | CPr0.12 matches numerals to contribute to a counting sequence (e.g. looks at, uses AAC system, points or physically matches '3' to '3') | Indicator numbering has changed from CPr0.12 to CPr0.9 |
CPr0.10 Revised | contributes a number to a counting sequence (e.g. looks at, uses AAC system, points or physically selects a numeral card) | CPr0.13 contributes a number to a counting sequence (e.g. looks at, uses AAC system, points or physically selects a numeral card) | Indicator numbering has changed from CPr0.13 to CPr0.10 |
New sub-element indicators
Fluency
Indicator | Example | |
FlY0.1 New | scans between two objects, pictures, photos, symbols or words | e.g. student looks between two photos of different playground equipment to see what is available to them |
FlY0.2 New | scans across more than two objects, pictures, photos, symbols or words | e.g. student uses an AAC device and looks across more than two symbols of different food items to see what is available to them (this may be without left to right directionality) |
FlY0.3 New | visually tracks objects, pictures, photos, symbols or words using left to right directionality | e.g. student looks at symbols on visual timetable from left to right or student follows words as teacher reads simple text |
FlY0.4 New | repeats a phrase or simple sentence | e.g. teacher reads a simple phrase or sentence such as "it's my turn" and student repeats the phrase or sentence as the teacher points (verbally, using sign language, braille or using AAC communication) |
FlY0.5 New | repeats a phrase or simple sentence with some intonation or expression | e.g. student repeats a phrase from a story with varying expression |
FlY1.1 New | reads aloud decodable or familiar texts word by word, with emphasis on one-to-one matching | |
FlY1.2 New | reads with some intonation and expression | |
FlY2.1 New | reads decodable or familiar texts by phrasing two words at a time with some attention to expression | |
FlY3.1 New | reads aloud a decodable or simple text at a reasonable pace, grouping words into meaningful phrases (see Understanding texts) | |
FlY3.2 New | uses punctuation cues and some intonation and expression | |
FlY3.3 New | reads accurately at an efficient pace without overt sounding and blending | |
Handwriting and keyboarding
Indicator | Example | |
HwK0.1 New | makes marks within the confines of a large space | e.g. Student makes marks using fingers, writing implements or technology |
HwK0.2 New | makes marks within the confines of a page or screen | e.g. Student makes marks using fingers, writing implements or technology |
HwK0.3 New | presses keys on a device or keyboard randomly | e.g. Student presses keys on keyboard to imitate typing behaviour |
HwK0.4 New | tracks between two points from left to right | e.g. Student draws a horizontal line from left to right to connect two images/symbols using writing implements or technology |
HwK0.5 New | scribbles from left to right | e.g. Student imitates writing like behaviour scribbling from left to right |
HwK0.6 New | traces some simple lines, shapes or patterns | e.g. Student traces over wavy and zigzag lines using writing implements or technology |
HwK0.7 New | copies some simple lines, shapes or patterns | e.g. Student copies from sample and draws a circle using writing implements or technology |
HwK0.8 New | traces a lower or upper case letter | e.g. Student traces over the lowercase letter 'a' |
HwK0.9 New | copies letters to resemble standard letter formations | e.g. Student writes a close approximation of the letter 'a' by copying from given sample letter 'a' |
HwK0.10 New | locates and presses/activates a specific key on a device or keyboard | e.g. Student locates and presses the letter 'a' on the keyboard when asked to type the letter 'a' |
HwK1.1 New | produces simple handwriting movements | |
HwK1.2 New | experiments with pencils, writing implements or devices during play | |
HwK1.3 New | writes letters which resemble standard letter formations | |
HwK2.1 New | uses pencils or writing implements appropriately | |
HwK2,2 New | writes or types some letters or words correctly | |
HwK3.1 New | correctly forms most lower-case letters | |
HwK3.2 New | correctly forms some upper-case letters | |
HwK3.3 New | writes or types a few words | |
HwK3.4 New | uses numeral keys | |
Additive strategies
2024 Indicator | Example | 2023 Indicator | Additional Information | |
AdS0.1 New | combines groups of objects to make one group | e.g. student puts two groups of toys together | NPV0.8 combines groups of objects to make one group (e.g. puts two groups of toys together) | New indicator - Moved from NPV0.8 |
AdS0.2 New | indicates 'more' or 'bigger' when an object is added to a group | e.g. student looks at or touches the visual representation for 'more' when an object is added to a group | CPr0.10 indicates 'more' or 'bigger' when an object is added to a group and 'less' or 'smaller' when an object is taken out of a group (e.g. looks, points, uses AAC system, key word signs or words) | New indicator - Spilt from CPr0.10 |
AdS0.3 New | indicates 'less' or 'smaller' when an object is taken out of a group | e.g. student looks at or touches the visual representation for ‘less’ when an object is removed from a group | CPr0.10 indicates 'more' or 'bigger' when an object is added to a group and 'less' or 'smaller' when an object is taken out of a group (e.g. looks, points, uses AAC system, key word signs or words) | New indicator - Spilt from CPr0.10 |
AdS0.4 New | matches objects to pictorial representations to model addition | e.g. student matches lego blocks to pictorial representation of 2 blocks plus 3 blocks and combines to make 5 blocks | ||
AdS0.5 New | matches objects to pictorial representations to model subtraction | e.g. student uses lego blocks and matches pictorial representation to make tower with 5 blocks and then removes 2 blocks to make 3 blocks. | ||
AdS1.1 New | describes the effects of ‘adding to’ and ‘taking away’ from a collection of objects | |||
AdS1.2 New | combines two groups of objects and attempts to determine the total | |||
AdS2.1 New | represents additive situations involving a small number of items with objects, drawings and diagrams | |||
AdS2.2 New | counts all items to determine the total of two groups | e.g. when told ‘I have three red bottle tops in this pile and two blue bottle tops in this pile how many do I have all together?’ student counts each bottle top ‘one, two, three’ then ‘four, five' responding ‘five’ | ||
AdS2.3 New | counts or changes a quantity by adding to or taking from a quantity using concrete materials or fingers | |||
AdS2.4 New | combines two or more objects to form collections up to 10 | |||
AdS3.1 New | solves additive tasks involving two concealed collections of items by visualising the numbers, then counts from one to determine the total | e.g. student can construct a mental image of five and of three but when asked to combine to give a total, will count from one and may use head gestures to keep track of the count | ||
Multiplicative strategies
Indicator | Example | |
MuS0.1 New | interacts with objects as they are being distributed into smaller groups | e.g. Student looks at/reaches for/touches objects as they are being distributed to make 2 groups |
MuS0.2 New | separates one group of objects to make two or more groups | e.g. Student separates toys into two or more equal or unequal groups |
MuS0.3 New | matches objects to pictorial representations to make equal groups | e.g. Student uses blocks to make 3 groups of 2 blocks, by matching blocks to pictorial representation |
MuS1.1 New | shares collections equally by dealing | e.g. distributing all items one-to-one until they are exhausted, checking that the final groups are equal |
MuS1.2 New | makes equal groups and counts by ones to determine the total | |
MuS2.1 New | uses groups or multiples in counting and sharing concrete objects | e.g. skip counting by twos, fives or tens with all objects visible |
MuS2.2 New | represents authentic situations involving equal sharing and equal grouping with drawings and objects | e.g. draws a picture to represent 4 tables that seat 6 people to determine how many chairs they will need; uses eight counters to represent sharing $8 between four friends |
MuS3.1 New | uses perceptual markers to represent concealed quantities of equal amounts to determine the total number of items | e.g. to count how many whiteboard markers in four packs, knowing they come in packs of 5, the student counts the number of markers as 5, 10, 15, 20 |
Number patterns and algebraic thinking
Indicator | Example | |
NPA0.1 New | attends to simple patterns made with objects, sounds or actions | e.g. Student turns head, or looks towards sounds or touches objects in a simple pattern such as block, car, block, car |
NPA0.2 New | copies or joins in making simple patterns with sounds or actions | e.g. Student copies a simple pattern made with actions, claps hands, stamps feet, claps hands, stamps feet |
NPA0.3 New | matches objects to make simple patterns | e.g. Student matches blocks to corresponding blocks in a given simple pattern e.g. student matches coloured blocks red, blue, red, blue) |
NPA0.4 New | matches objects to pictorial representations to create simple patterns | e.g. Student matches shapes to pictorial representation to create simple pattern e.g. circle, square, circle, square |
NPA1.1 New | identifies and describes patterns in everyday contexts | e.g. brick pattern in a wall or the colour sequence of a traffic light |
NPA1.2 New | identifies ‘same’ and ‘different’ in comparisons | |
NPA1.3 New | copies simple patterns using shapes and objects | |
NPA1.4 New | identifies numbers in standard pattern configurations without needing to count individual items | e.g. numbers represented on dominos or a standard dice |
NPA2.1 New | identifies the pattern unit with a simple repeating pattern | e.g. continues the repeating pattern red, blue, red, blue with red then blue |
NPA2.2 New | creates repeating patterns involving the repetition of a pattern unit with shapes, movements, objects and numbers | e.g. circle, square, circle, square; stamp, clap, stamp, clap; 1,2,3 1,2,3 1,2,3 |
NPA2.3 New | continues a pattern involving shapes or objects | |
NPA2.4 New | determines a missing element within a pattern involving shapes or objects | |
NPA2.5 New | conceptually subitises by identifying patterns in standard representations | e.g. patterns within ten frames, using finger patterns to represent a quantity |
NPA3.1 New | represents growing patterns where the difference between each successive term is constant using concrete materials, then summarising the pattern numerically | e.g. constructs a pattern using concrete materials such as toothpicks then summarises the number of toothpicks used as 4, 7, 10, 13 ... |
NPA3.2 New | describes rules for continuing growing patterns where the difference between each successive term is the same | e.g. to determine the next number in the pattern 3, 6, 9, 12 … you add 3; for 20, 15, 10 … the rule is described as each term is generated by subtracting five from the previous term |
NPA3.3 New | uses the equals sign to represent ‘is equivalent to’ or ‘is the same as’ in numerical sentences | e.g. when asked to write an expression that is equivalent to 5 + 3 the student responds 6 + 2 and then writes 5 + 3 = 6 + 2 |
NPA3.4 New | solves number sentences involving unknowns using the inverse relationship between addition and subtraction | e.g. 3 + ? = 5 and knowing 5 – 3 = 2 then ? must be 2 |
Understanding money
Indicator | Example | |
UnM0.1 New | interacts with Australian notes and coins | e.g. Student looks at/touches or manipulates notes and coins to explore their features |
UnM0.2 New | exchanges money (regardless of value) for goods in play and real-life situations | e.g. Student exchanges a note for a puzzle in role play situation |
UnM0.3 New | matches Australian coins based on their face value with no distractors | e.g. Student matches a $2 coin with another $2 coin |
UnM0.4 New | matches Australian coins based on their face value with one or more distractors | e.g. Student matches a $2 coin with another $2 coins from a selection of a 50c, $1 and $2 coin |
UnM0.5 New | matches Australian notes based on their face value with no distractors | e.g. Student matches a $5 note with another $5 note |
UnM0.6 New | matches Australian notes based on their face value with one or more distractors | e.g. Student matches a $5 note with another $5 note from a selection of a $5, $10 and $20 note |
UnM1.1 New | identifies situations that involve the use of money | |
UnM1.2 New | identifies and describes Australian coins based on their face value | |
UnM2.1 New | sorts and orders Australian coins based on their face value | |
UnM2.2 New | sort and then counts the number of Australian coins with the same face value | |
UnM3.1 New | determines the equivalent value of coins sorted into one denomination | |
UnM3.2 New | counts small collections of coins according to their value | |
UnM3.3 New | writes the value of a small collection of coins in whole dollars. or whole cents using numbers and the correct dollar sign or cent symbol | |
Understanding units of measurement
Indicator | Example | |
UuM0.1 New | interacts with a variety of objects to explore their size | e.g. student looks between two objects of contrasting size |
UuM0.2 New | interacts with a variety of objects to explore their weight | e.g. student holds a feather and a book to feel the difference in weight |
UuM0.3 New | interacts with a variety of objects to explore their length | e.g. student feels from end to end objects of different length, such as a pencil, ruler, toy snake |
UuM0.4 New | interacts with a variety of objects to explore their volume | e.g. student fills containers of different capacities to explore volume |
UuM0.5 New | sorts objects according to size | e.g. student sorts small and large objects into different group |
UuM0.6 New | sorts objects according to length | e.g. student sorts short and long objects into different groups |
UuM1.1 New | uses gestures or informal language to identify the size of objects | e.g. holds hands apart and says ‘it’s this big’ |
UuM1.2 New | uses everyday language to describe attributes in absolute terms that can be measured | e.g. my tower is tall, this box is heavy, it is warm today |
UuM2.1 New | uses direct comparison to compare two objects and indicates whether they are the same or different based on attributes such as length, height, mass or capacity | e.g. compares the length of two objects by aligning the ends; pours sand or water from one container to another to decide which holds more |
UuM2.2 New | uses comparative language to compares two objects | e.g. states which is shorter or longer, lighter or heavier |
UuM2.3 New | orders three or more objects by comparing pairs of objects | e.g. decides where to stand in a line ordered by height by comparing their height to others directly |
UuM3.1 New | measures an attribute by choosing and using multiple identical, informal units | |
UuM3.2 New | selects the appropriate size and dimensions of an informal unit to measure and compare attributes | e.g. chooses a linear unit such as a pencil to measure length, or a square unit such as a tile to measure area |
UuM3.3 New | chooses and uses appropriate uniform informal units to measure length and area without gaps or overlaps | e.g. uses the same sized paper clips to measure the length of a line; uses tiles, rather than counters to measure the area of a sheet of paper because the tiles fit together without gaps |
UuM3.4 New | uses multiple uniform informal units to measure and make direct comparisons between the mass or capacity of objects | e.g. uses a balance scale and a number of same-sized marbles to compare mass; uses a number of cups of water or buckets of sand to measure capacity |
UuM3.5 New | counts the individual uniform units used by ones to compare measurements | e.g. I counted 4 matchsticks across my book and the shelf is five matchsticks wide, so I know my book will fit |
UuM3.6 New | estimates the total number of uniform informal units needed to measure or compare attributes | e.g. uses a handspan or a finger width; stands an arm length apart |
UuM3.7 New | checks an estimate using informal units to compare to predicted measurement | |
Understanding geometric properties
Indicator | Example | |
UGP0.1 New | interacts with two dimensional shapes (e.g. looks at, reaches for, touches, points to, manipulates) | e.g. student touches a circle as the teacher says its two-dimensional shape name i.e this is a circle, it is the shape of a pizza |
UGP0.2 New | interacts with three-dimensional objects | e.g. student touches ball as teacher says its three-dimensional object name i.e. the ball is round, it is a sphere |
UGP0.3 New | manipulates objects to explore the features of an object | e.g. student explores whether a sphere or cube will roll OR student explores the stacking capability of different shaped objects |
UGP0.4 New | matches similar shapes and objects with no distractors | e.g. student matches a circle within identical circle |
UGP0.5 New | matches similar shapes or objects with one or more distractors | e.g. student matches a cube with an identical cube when given a cube and a sphere to choose from |
UGP0.6 New | selects shapes from two or more shapes | e.g. student points to the triangle when asked to 'find the triangle' from a choice of a triangle and a square |
UGP0.7 New | selects objects from two or more objects | e.g. student touches the sphere when asked to find the sphere from a choice of a sphere and a cube |
UGP0.8 New | imitates a turn/movement in either direction | e.g. student copies turning to the left and right |
UGP1.1 New | uses everyday language to describe and compare shapes and objects | e.g. round, small, flat, pointy |
UGP1.2 New | locates and describes similar shapes and objects in the environment | |
UGP1.3 New | names familiar shapes in the environment | e.g. circle, triangle, square |
UGP1.4 New | identifies and describes a turn in either direction | e.g. turn the door knob clockwise; turn to your left |
UGP2.1 New | identifies and describes features of shapes and objects | e.g. sides, corners, faces, edges and vertices |
UGP2.2 New | sorts and classifies familiar shapes and objects based on obvious features | e.g. triangles have three sides; a sphere is round like a ball |
UGP2.3 New | identifies features of shapes of different sizes and in different orientations in the environment following basic one-step translations, reflections or rotations | e.g. using a half turn; flipping the shape over |
UGP2.4 New | explains that the shape or object does not change when presented in different orientations | e.g. a square remains a square when rotated |
UGP2.5 New | identifies angles in the environment | e.g. an angle formed when a door is opened; identifies there are four angles in a square |
UGP3.1 New | identifies the relationship between the number of sides of a two-dimensional shape and the number of corners | e.g. if the shape has four sides, it has four corners |
UGP3.2 New | describes and identifies the two-dimensional shapes represented by the faces of three-dimensional objects | e.g. recognises the faces of a triangular prism as triangles and rectangles |
UGP3.3 New | represents shapes and objects | e.g. drawing and sketching; model building such as skeletal models and centi-cubes; using digital drawing packages |
UGP3.4 New | determines whether a shape has line symmetry | e.g. folds paper cut-outs of basic shapes to demonstrate which has line symmetry and which does not |
UGP3.5 New | identifies symmetry in the environment | |
UGP3.6 New | identifies and creates patterns involving one- and two-step transformations of shapes | e.g. uses pattern blocks to create a pattern and describes how the pattern was created |
UGP3.7 New | compares angles to a right angle, classifying them as greater than, less than or equal to a right angle | |
Positioning and locating
Indicator | Example | |
PoL0.1 New | imitates actions that involve position or positional language | e.g. student copies actions 'up' and 'down' in action song |
PoL0.2 New | locates an object in a specific position (uses eye gaze, reaches for, points to, moves to) | e.g. student looks at the ball when the teacher says "the ball is on the table" |
PoL0.3 New | indicates a preference for a specific position | e.g. student points to the floor when given the option to sit on a chair or on the floor in the classroom |
PoL1.1 New | locates positions in the classroom relevant to self | e.g. hangs their hat on their own hook, puts materials in their own tray; says 'my bag is under my desk' |
PoL1.2 New | orients self to other positions in the classroom | e.g. collects a box of scissors from the shelf at the back of the classroom |
PoL1.3 New | follows simple instructions using positional language | e.g. please stand near the door, you can sit on your chair, put your pencil case in your bag, crawl through the tunnel |
PoL2.1 New | uses positional terms with reference to themselves | e.g. sit next to me, you stood in front of me, this is my left hand |
PoL2.2 New | interprets a simple diagram or picture to describe the position of an object in relation to other objects | e.g. the house is between the river and the school |
PoL2.3 New | gives and follows simple directions to move from one place to another using familiar reference points | e.g. walk past the flagpole around the vegetable patch and you will find Mr Smith’s classroom |
PoL3.1 New | draws an informal map or sketch to provide directions | |
PoL3.2 New | describes and locates relative positions on an informal map | |
PoL3.3 New | orients an informal map using recognisable landmarks and current location | |
PoL3.4 New | locates self on an informal map to select an appropriate path to a given location | |
Measuring time
Indicator | Example | |
MeT0.1 New | interacts with objects or symbols that represent routine events | e.g. student touches paintbrush representing art activity; student looks at symbol representing mealtime |
MeT0.2 New | indicates what is happening now by selecting between two or more objects or symbols | e.g. student points to a specific activity symbol on a visual timetable to communicate what activity they are doing now |
MeT0.3 New | indicates what is happening next by selecting between two or more objects or symbols | e.g. student selects the symbol for music from a visual timetable to communicate what activity they will be doing next |
MeT0.4 New | indicates when an activity is finished or completed | e.g. student signs/says/uses an AAC device to indicate 'finished' when an activity is completed or a song comes to an end |
MeT0.5 New | responds to informal measurements of time to commence and/or finish an activity e.g. sand timer, timer, stopwatch | e.g. student responds to a timer to finish an activity |
MeT0.6 New | follows a sequence of two events (using a visual timetable or first-then board) | e.g. student follows sequence of first work then free choice, using a first-then board to support |
MeT0.7 New | follows a sequence of more than two events | e.g. student moves from one activity to the next by following a visual timetable |
MeT0.8 New | identifies events that occur in a particular time period to demonstrate understanding of passage of time, such as morning or afternoon, daytime or night-time | e.g. student selects symbols of activities that occur at night-time from a range of symbols |
MeT0.9 New | selects and orders activities that occur during a period of time | e.g. student selects symbols of key activities and sequences them as they will occur, across the morning, afternoon or across the day |
MeT1.1 New | uses the language of time to describe events in relation to past, present and future | e.g. yesterday I.., today I .., tomorrow I will .., next week I will .. |
MeT1.2 New | applies an understanding of passage of time to sequence events using everyday language | I play sport on the weekend and have training this afternoon; the bell is going to go soon; we have cooking tomorrow |
MeT1.3 New | uses direct comparison to compare time duration of two actions, knowing they must begin the actions at the same time | e.g. who can put their shoes on in the shortest time |
MeT1.4 New | measures time duration by counting and using informal units | e.g. counting to 20 while children hide when playing hide and seek |
MeT2.1 New | uses and justifies the appropriate unit of time to describe the duration of events | e.g. uses minutes to describe time taken to clean teeth; uses hours to describe the duration of a long-distance car trip |
MeT2.2 New | identifies the clockface is a circle subdivided into 12 parts and uses these to allocate hour markers | |
MeT2.3 New | identifies that hour markers on a clock can also represent quarter-hour and half-hour marks and shows that there is a minute hand and an hour hand on a clock | |
MeT2.4 New | identifies the direction of clockwise and anticlockwise relating it to the hands of the clock | |
MeT2.5 New | reads time on analogue clocks to the hour, half-hour and quarter-hour | |
MeT2.6 New | names and orders days of the week and months of the year | |
MeT2.7 New | uses a calendar to identify the date and determine the number of days in each month | |
MeT3.1 New | uses standard instruments and units to describe and measure time to hours, minutes and seconds | e.g. measures time using a stopwatch; sets a timer on an appliance; estimates the time it would take to walk to the other side of the school oval and uses minutes as the unit of measurement |
MeT3.2 New | reads and interprets different representations of time | e.g. on an analogue clock, watch or digital clock |
MeT3.3 New | identifies the minute hand movement on an analogue clock and the 60-minute markings, interpreting the numbers as representing lots of five | e.g. interprets the time on an analogue clock to read seven forty, by reading the hour hand and the minute hand and explaining how they are related |
MeT3.4 New | uses smaller units of time such as seconds to record duration of events | |
MeT3.5 New | uses a calendar to calculate time intervals in days and weeks, bridging months | |