Name and order months and seasons Use a calendar to identify the date and determine the number of days in each month Achievement standard (excerpt in bold) Level 1 Level 2 Level 3 Students use informal units of Students order shapes and objects, Students use metric units for length, measurement to order objects based using informal units for a range of area, mass and capacity. They tell on length, mass and capacity. They measures. They tell time to the time to the nearest minute. Students tell time to the half-hour and explain quarter hour and use a calendar to identify symmetry in natural and time durations. Students describe identify the date, days, weeks and constructed environments. They use two-dimensional shapes and months included in seasons and angle size as a measure of turn in real objects. They use the other events. Students draw situations and make models of language of distance and direction to shapes, specify their objects. Students match move from place to place. features and explain the effects of positions on maps with given one-step transformations. They information and create simple maps. recognise the features of objects. They interpret simple maps of familiar locations. Activities Proficiencies Further introduce analogue time, including Fluency in describing and comparing time durations quarter to and quarter past Understanding through connecting the measurement of Introduce, in order, the months and seasons time to tools such as clocks and calendars Describe the features of calendars and how to Problem solving by interpreting calendars to identify how use calendars many Mondays are in the month, which day of the week the next month will start on, etc. Link events to months, seasons and dates on a calendar Reasoning about how hours, days, weeks, months, seasons and years relate to each other Considering different levels Level 1 Students who are working at this level could: Describing the duration of familiar situations such as ‘how long is it until we next come to school?’ Level 3 Students who are working at this level could: Investigate and report on the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns. Assessment ideas Students: Make a calendar for their birthday month, marking all important features such as days of the week, dates, 30 or 31 days, etc.
Name and order months and seasons Use a calendar to identify the date and determine the number of days in each month Achievement standard (excerpt in bold) Level 1 Level 2 Level 3 Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and objects. They use the language of distance and direction to move from place to place. Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw shapes, specify their features and explain the effects of one-step transformations. They recognise the features of objects. They interpret simple maps of familiar locations. Students use metric units for length, area, mass and capacity. They tell time to the nearest minute. Students identify symmetry in natural and constructed environments. They use angle size as a measure of turn in real situations and make models of objects. Students match positions on maps with given information and create simple maps. Activities Proficiencies Further introduce analogue time, including quarter to and quarter past Introduce, in order, the months and seasons Describe the features of calendars and how to use calendars Link events to months, seasons and dates on a calendar Fluency in describing and comparing time durations Understanding through connecting the measurement of time to tools such as clocks and calendars Problem solving by interpreting calendars to identify how many Mondays are in the month, which day of the week the next month will start on, etc. Reasoning about how hours, days, weeks, months, seasons and years relate to each other Considering different levels Level 1 Students who are working at this level could: Describing the duration of familiar situations such as ‘how long is it until we next come to school?’ Level 3 Students who are working at this level could: Investigate and report on the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns. Assessment ideas Students: Make a calendar for their birthday month, marking all important features such as days of the week, dates, 30 or 31 days, etc.