Bound for Success Scope and Sequence Statements

MATHEMATICSSpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:two thousand kilometresnorth but we can also seeUluru if we take a left turnfrom the main highway aboutsix hundred kilometres southwest of Alice Springs”)• Can move forward, back,left and right a given(small) number of paces insequences i.e. respondscorrectly to “move forward3 paces then left 2 paces”• Follows simple directionsfor locating objects on asimple grid (e.g. 2 squaresup, turn right, 3 down)• Follows and givesdirections for movingaround and finds specificlocations (e.g. says “goesten paces left and then 24paces right” tellingsomeone else where to go,and follows thesedirections when given bysomeone else)• Uses the position of theirbody to understandquarter, half, three-quarterand full turns i.e. knowthat a full turn will bringthem back to their originalposition after spinning onthe spot• Makes links between thefour major compass pointsand quarter, half, threequarterand full turns whenfollowing or givingdirections (e.g. knows thatif they are facing south andturn right a quarter turnthey will be facing west)• Knows how to readcoordinates on a map,going along the verticalaxis first and then up ordown to the requiredhorizontal axis, and that acoordinate point (e.g. D5)describes a whole gridsquare not a point• Uses distance, compasspoints (including NE, NW,SE, SW) fractions of a turn(½, ¼, 1/8 and multiples ofthese), angles in degrees,grids and coordinates toread and follow simplemaps• Understands that bearingsare given in degrees,clockwise from the northpoint (ie that a bearing of180° is south) and knowsthese equivalences for allmajor compass points• Uses grids andcoordinates, scale and truebearings to read, interpretand follow maps (e.g. on abush walk, orienteering)(e.g. says “On the map it is2 cm on a bearing of 270°so that means I need towalk 200 metres in awesterly direction”)• Can use a simple sketchplacement or drawing ofobjects to place the realobjects relative to eachother (e.g. shown a pictureof three different bottles ona table in front of them canplace the bottles on thetable duplicating thepositions of the bottles)• Produces informal bird’seye-viewmaps payingattention to what things arebetween and pathwaysbetween locations (e.g.knows that the shop isbetween the school and theroad and shows that ontheir map)• Makes sketches of, andinterprets maps of familiarenvironments including theschool yard, local shops orthe island• Develops their owninformal scales whenmaking sketches offamiliar environments (e.g.1 cm on the map = 10steps in real life)• Estimates lengths anddistances on maps, gridsand plans with respect to astraightforward scale (e.g.uses a scale of 1 cm = 10metres to estimate thelength of a street)• Accurately uses simplescales including 1 cm = 10cm on a drawing todetermine the exact lengthof an object; uses 1 cm =10 m on a plan todetermine the exact lengthof a room or other part ofthe school grounds• Accurately draws mapsand plans that includescale in familiar contexts(e.g. places a bus stopcloser to a school than ashop on a map usingstraight-forward scalesincluding 1 cm represents100 m accurately, and,given that a 20 m wall of ahouse measures 5 cm on aplan, calculates that thescale is 1 cm = 4 m)• Draws diagrams torepresent familiar places orsituations, paying closeattention to arrangementsrather than scale (e.g.draws a network-typediagram to represent thearrangement of the mainbuildings in theirschool/town; Draws adiagram to represent whichteams play each other inthe football finals)• Interprets and constructsmaps, diagrams and plansand uses these to specifylocation and move fromone location to another;Draws and uses diagramsto represent and analyserelationships (e.g. theshortest path for a touraround a zoo, a draw for aknockout competition)Bound for Success Scope and Sequence Statements V2 Page 29 Working Document Semester One 2007