Students develop mathematical skills and knowledge to use with confidence across curricula and in their everyday lives. Numeracy capabilities include the knowledge, behaviours, skills and dispositions to apply mathematics to a whole range of situations. This includes understanding and recognising the role and application of mathematics in the big wide world and developing the capacities and dispositions to utilise these mathematical skills and knowledge with purpose in all aspects of their lives.

When educators identify numeracy demands across curriculum subject areas, it creates the opportunity to allow students to transfer skills and knowledge to other contexts. This will help them understand and recognise the interconnectedness of mathematics to other learning areas and in the broader world contexts of their lives.

The key ideas for Numeracy within the Australian Curriculum are organised into six interrelated elements show below.

Numeracy Elements (ACARA)

Numeracy Learning Continuum

The numeracy learning continuum describes and identifies the relevant knowledge, skills, behaviour and dispositions at particular points of learning. Learning continua typically, but not exclusively, aligns with grades of schooling. The continua maps pathways for capability development and where early year learning supports all subsequent learning. The sequence presents learning independent of age; recognising that development is influenced by factors such as cognitive capacity, prior experience, self-efficacy and sense of self.

(Australian Curriculum, Assessment and Reporting Authority, General Capabilities, Numeracy)

Below is an infographic of the Numeracy Learning Continuum adapted from the Australian Curriculum (linked above).