<html><head></head><body>By the end of Foundation Level A, students participate in and respond to structured learning experiences, including counting, sharing, and adding and taking away from collections, in practical situations.&nbsp;
Students respond to cause-and-effect experiences.&nbsp;
Students participate in and respond to measurement activities through structured routine and non-routine activities and events during the school day.
Students observe and experience shapes and objects and respond to the sorting and naming of them. Students respond when the position of their body changes, and when they move to a different environment.</body></html>

Achievement standard – Foundation Level A

Content descriptions – Foundation Level A

respond to number names and representations of number

responding to the use of number names and numerals in stories, songs and music; for example, showing interest when listening to counting in books or interacting with numbers and quantities of objects in sensory tubs

touching or feeling objects as they are being counted; for example, touching objects as they are lined up in order or touching tactile (sandpaper) numbers while they are being named

participating in movement activities such as counting when walking up steps, walking over sensory pads or moving fingers while they are being counted

respond to changing collections of objects 

tracking groups of objects; for example, following an object or group of objects with their eyes or through gesture

responding to significant disparity in collections of motivational objects; for example, vocalising excitement when shown 20 cars compared to 1 car or when motivational items are covered to represent ‘all gone’

vocalising or gesturing when objects appear; for example, making a noise when shown a preferred object, reaching towards a group of their favourite items when presented, or vocalising or gesturing when playing peekaboo and a face appears

vocalising or gesturing when familiar objects are taken away; for example, gesturing towards a sensory object when it is taken away or when a familiar person leaves a space

respond to counting, comparing and labelling of collections

responding to the use of number names and number sequences in everyday routines and activities; for example, participating in counting the number of classmates at school, or vocalising or gesturing when objects are counted as they are being packed away

participating in modelled rote counting through songs, stories and activities; for example, participating in role-playing in the song ‘Ten little monkeys jumping on the bed’ or ‘Five little ducks’, or experiencing modelled counting when being pushed on the swing

participating in modelled counting, using one-to-one correspondence; for example, touching each cup of flour as it is added into a bowl or touching each pompom as it is counted in a line

respond to practical situations involving addition and subtraction of collections with physical and virtual materials 

responding to a familiar object being removed or added from a collection; for example, using gestures or vocalisations to indicate a change when the adult says ‘all gone’, ‘no more left’, ‘another one’, ‘give me more’ or ‘finished’

participating in objects or groups of objects being subtracted from a collection to make none; for example, putting away all the pencils to leave none or posting letters in a letterbox until there are none left

participating in objects or groups of objects being added to a collection; for example, adding 3 flowers to a vase with 2 flowers

assisting in adding or taking away one object from a collection; for example, touching or gesturing at the object that will be removed

participating in situations that involve simple money transactions; for example, using a group of one-dollar coins or notes to ‘pay’ for physical items

respond to sharing objects or a collection equally, in practical situations

participating in objects being equally distributed and shared; for example, assisting to distribute objects while an adult uses modelled phrases such as ‘one each’, ‘two for everyone’ or ‘one for you and one for me’

assisting in distributing objects to or sharing objects with others in everyday situations; for example, handing out a writing implement to each student from a collection of writing implements or sharing muffins with each class member after a cooking lesson

participating in the modelled partitioning or combining of collections of objects; for example, vocalising or gesturing as the teacher partitions counters using a ten-frame while saying ‘We have 6 counters altogether: there are 4 in this group and 2 in that group’

Number

participating in using objects that generate an immediate effect upon an action; for example, using musical instruments, touch-sensitive lights, crinkly materials, pull-and-push toys, and adapted switch toys or appliances

experiencing a repeating pattern on textured material; for example, rolling over a series of bumps or feeling a repeating pattern on objects with different textures

using an instrument such as a drum or triangle to make a repeating sound

participating in mark-making; for example, making lines or dots using paint, marker pens or a digital device

Algebra

respond to routine and non-routine events during the school day

responding to a routine or non-routine event by demonstrating a change in body language or facial expression or through vocalisation; for example, looking towards their lunchbox when brought out during mealtime, or responding to a change or disruption to a daily routine or event such as a wet-weather timetable or an incursion

participating in everyday events and their associated visual, equipment and sensory elements; for example, indicating a preference for a known activity through vocalisation or gesture, or looking towards a lunchbox when paired with a symbol, object and single word in response to the teacher saying ‘lunchtime’

responding to routine school events; for example, gesturing or vocalising in response to teacher statements such as ‘Today is Monday. We have swimming after lunch’ or ‘It is recess. Get your morning tea’, or looking at the ‘then’ item on a ‘first-then’ board

Measurement

respond to shapes and objects in their environment

participating in exploring shapes and objects; for example, feeling the curved edge of a circle compared to the straight edges of a rectangle, tracing the outline of the shapes

responding to the naming of different two-dimensional shapes; for example, looking at the corresponding object or picture symbol when it is named

assisting in sorting shapes and objects by a single attribute; for example, gazing or gesturing when objects are sorted by colour or shape

responding to objects that indicate routine activities; for example, vocalising when presented with a hat to be worn outside for playtime

respond to movement of objects, people or self within a familiar space

participating in activities where there is a change of location or position; for example, exploring the concepts of ‘inside’ and ‘outside’ during structured activities

responding when participating in activities where there is a change of movement or body position; for example, vocalising when they move towards or away from an object

responding when participating in changes of location of objects or their body position; for example, responding to directions, statements or questions from familiar people (‘Arms up’, ‘I am moving your bag’, ‘Where did it go?’) or when they move from one place to another

gesturing at, reaching for or looking for a desired object by moving their head or body for a better view; for example, tilting their head towards a preferred object

Space

Mathematics

In Foundation Level A, learning in Mathematics builds on each student’s daily experiences. Students engage in a range of approaches to the learning and doing of mathematics that encourage their awareness of mathematical concepts, skills, procedures and processes and that support the establishment of cause and effect and intentional responses. Through multiple exposures and repetition within their daily lives and routines, students become aware of the environment around them and respond to changes within that environment.
Students develop awareness of and positive dispositions towards mathematics and its use as they:&nbsp;
<ul>
<li>experience number in their environment and experience physical and virtual materials that build awareness of the number names and quantities</li>
<li>respond and communicate with beginning intention, as they encounter situations and observe objects and situations</li>
<li>engage, initiate and refine their responses towards mathematical experiences</li>
<li>develop awareness and recognition of familiar people and routine activities</li>
<li>respond to situations and events that occur regularly and routinely, developing a sense of sameness and routine patterns</li>
<li>respond to personally relevant and familiar events that routinely involve activities and actions such as comparing, adding, removing, sharing, placing and moving.</li>
</ul>

Level description – Foundation Level A

Foundation Level A

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