describes mathematical situations using everyday language, actions, materials and informal recordings
describes position and gives and follows simple directions using everyday language
- Describe position and movement (ACMMG010)
- give and follow simple directions to position an object or themselves, eg 'Put the blue teddy in the circle'
- follow directions to a point or place, including in mazes and games (Reasoning)
- direct simple computer-controlled toys and equipment to follow a path (Communicating)
- describe the position of an object in relation to themselves using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The table is behind me'
- describe the position of an object in relation to another object using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The book is inside the box'
- describe the positions of objects in relation to themselves using the terms 'left' and 'right', eg 'The tree is on my right'
- use the terms 'left' and 'right' when referring to familiar tasks, eg 'I hold my pencil in my right hand' (Communicating)
- participate in movement games involving turning and direction (Reasoning)
There are two main ideas for students in Early Stage 1: following an instruction to position an object or themselves, and describing the relative position of an object or themselves. Some students may be able to describe the position of an object in relation to themselves, but not in relation to another object.
In Early Stage 1, students use the terms 'left' and 'right' to describe position in relation to themselves. They are not expected to use the terms 'left' and 'right' to describe the position of an object from the perspective of a person facing in the opposite direction until Stage 1.
Students should be able to communicate using the following language: position, between, next to, behind, inside, outside, left, right, directions.
National Numeracy Learning Progression links to this Mathematics outcome
When working towards the outcome MAe‑16MG the sub-elements (and levels) of Positioning and locating (PoL1-PoL2) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.