Length
Year One 2017 

Victorian Curriculum  Success Criteria Know, Understand, Do  Novice  Competent  Expert 
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
Foundation 
Recognise objects of different length  
Use opposite terms to compare objects; for example, tall/ short  
Use language of approximation; for example, about, almost, nearly  
Describe measurement attributes of the same object;
for example, tall, short 

Find objects clearly longer than or shorter than a given object  
Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
Year One

Use language of comparison; for example, longer, shorter, wider, taller  
Describe lengths of objects using comparative terms; for example, longer, taller  
Identify objects of equal length  
Compare length of two objects using indirect methods; for example, using a string along two curved paths, to compare two lengths  
Estimate and measures using informal units such as paces for length, to compare the lengths of objects  
Find objects bigger/smaller/equal to a given object or unit of measure  
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
Year Two

Estimate and compare straight or curved objects to decide which is longer/shorter  
Order sets of objects by their length  
Distinguish the different length attributes of an object (length, width, height)  
Compare the length of objects by lining up the base  
Recognise the need to avoid gaps or overlaps when measuring  
Accurately measure the length, width and height of objects using informal uniform units  
Use ‘between’ to describe measurements; for example, the book’s width is between 7 and 8 hand spans  
Understand that the use of different attributes can lead to different results when ordering; for example, this jug is taller than that vase, but it holds less  
Measure, order and compare objects using familiar metric units of length, area, mass and capacity(VCMMG140)
Year Three

Make increasingly accurate estimates of measurements using informal units and standard units (centimetres and metres)  
Make estimations using personal units, such as pace length and arm span, and comparison with metres using formal units, such as metres and centimetres  
Make objects to a specified length using metres and centimetres  
Recognise and use standard metric measures in appropriate contexts.  
Mass
Year One 2017 

Victorian Curriculum  Success Criteria Know, Understand, Do  Novice  Competent  Expert 
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
Foundation 
Use appropriate language of approximation (heavier, lighter) and comparison to describe the attributes of objects with regard to mass  
Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
Year One

Compare the mass of familiar objects using descriptive terms such as heavier / lighter.  
Estimate and compare the mass of two objects using hefting or a beam balance  
Estimate and measure using informal units; for example, bricks for weight.  
Use informal units; for example, handfuls, counters; to estimate, measure and compare masses  
Find objects heavier/lighter/equal to a given object or unit of measure  
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
Year Two

Select and use the appropriate attribute when responding to measurement questions and select units of measure suitable for measuring mass 


Use ‘between’ to describe measurements; for example, it weighs between 7 and 8 marbles  
Understand that different attributes can lead to different results when ordering; for example, this bottle is taller than but weighs less than this bottle  
Recognise the differences between nonuniform measures and uniform measures  
Compare masses of objects using balance scales(VCMMG116)
Year Two

Estimate and compare objects to make judgements of comparison relating to mass by hefting  
Use the formal unit, kilogram for mass  
Measure, order and compare objects using familiar metric units of length, area, mass and capacity(VCMMG140)
Year Three

Use formal units of measurement; for example, kilograms and grams to measure mass  
Make increasingly accurate estimates of measurements using informal units and standard units  
Know the need to choose same size objects to use as units when comparing the mass of two objects  
Estimate and measure the mass of common objects; for example, kilogram of flour  
Make sensible numerical estimates and use ‘between’ statements to express estimates and measures; for example, I think the book will weigh between 40 and 50 grams  
They read circular scales; for example, bathroom scales, in measurement contexts  
Express a degree of confidence in estimates, and try to improve estimates with a particular unit by using it several times to measure different objects; for example, marbles for measuring the mass of various objects  
Order objects according to numerical measure of mass; for example, the number of marbles needed to balance each object  
Volume & Capacity
Year One 2017 

Victorian Curriculum  Success Criteria Know, Understand, Do  Novice  Competent  Expert 
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
Foundation 
Use appropriate language of approximation (holds more, holds less) and comparison to describe the attributes of objects with regard to volume and capacity  
Experiment with different sized containers, making comparisons to decide which holds more or less  
Order, measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
Year One 
Use appropriate language of approximation (about, almost, nearly, not quite, just under, a bit under) and comparison (same, near/far, holds more/holds less, too heavy) to describe the capacity of objects  
Fill a variety of containers and pour from one to the other to informally compare the capacity of containers  
Estimate and compare the capacity of two containers, by pouring  
Order containers from which holds the most to the least  
Estimate and measure the capacity of containers using informal units; for example, spoonfuls, cups  
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
Year Two 
Estimate and measure informally the capacity by making, describing and comparing informal units 


Compare the relative capacity of familiar objects and containers by eye to decide which holds more  
Compare two containers by pouring from one to the other  
Estimate and measure how many uniform, informal units, fill a larger container  
Estimate, describe and compare measurements of capacity using informal units  
Begin to recognise the differences between nonuniform measures and uniform measures  
Measure, order and compare objects using familiar metric units of length, area, mass and capacity(VCMMG140)
Year Three 
Use the formal unit, litre for capacity  
Estimate and measure volume and capacity using appropriate instruments and familiar metric units, such as litres, millilitres  
Time
Year One 2017 

Victorian Curriculum  Success Criteria  Novice  Competent  Expert 
Connect days of the week to familiar events and actions (VCMMG080)
Foundation 
Order daily activities in a simple sequence  
Use the terms yesterday, today and tomorrow  
Know some days of the week and can relate them to events in own  
Use and responds to language comparing and describing time; for example, before – nowafter, longershorter, daynight  
Compare and order the duration of events using the everyday language of time (VCMMG079)
Foundation 
Use language to describe times in relation to each other in everyday situations, for example, later, before, next, last week, morning, afternoon, night  
Recognise the continuity of time and natural cycles such as day/night and the seasons


Tell time to the halfhour (VCMMG096)
Year One 
Relate the function of clocks to the telling of time  
Recognise that hands on an analogue clock move and numbers on a digital clock change as time is passing  
Recognises features of a clock, such as the hands, numbers  
Reads and interprets o’clock and half past on analogue clocks  
Describe duration using months, weeks, days and hours (VCMMG097)
Year One 
Sequence the days of the week and relate them to events in their own life  
Know some months of the year and can relate them to events in own life  
Describe informally the duration of events, for example, we watched TV for more than an hour 


Sequence the seasons and relate them to events in their own life  
Understands how different events take different durations of time and relate these to formal units; seconds, minutes, hours, days  
Tell time to the quarterhour, using the language of ‘past’ and ‘to’ (VCMMG117)
Year Two 
Understand how the numbers on a clock face are organised and used when telling the time 


Match o’clock times on analogue and digital clocks  
Recognise the purpose of the different hands on the clock  
Read analogue clocks to the nearest quarter of an hour  
Read digital time displays to the nearest quarter of an hour  
Show awareness that a clock changes in response to the time of day  
Name and order months and seasons (VCMMG118)
Year Two 
Sequence the months of the year and relate them to events in their own life  
Sequence the seasons and relate them to events in their own life  
Estimate measures and compares the duration of events  
Use a calendar to identify the date and determine the number of days in each month (VCMMG119)
Year Two 
Recognise the key elements of a calendar  
Construct time lines for daily activities and uses a calendar for recording daily events  
Tell time to the minute and investigate the relationship between units of time (VCMMG141)
Year Three 
Read digital time displays and analogue clock times at fiveminute intervals  
Use formal units such as hours, minute and seconds for time  
Understand the relationship between analogue and digital clocks  
Classify events into those that take less than, more than, or about an hour, half an hour, or five minutes  
Read digital time displays and analogue clock times to the minute 