M&G8.1 Students use their environment to explore the concept of position.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

SGES1.3 Uses everyday language to describe position and give and follow simple instructions. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content


Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-16MG Describes position and gives and follows simple directions using everyday language.


Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-32MG Responds to and uses the language of position in everyday contexts.

HSC Life Skills 11-12 Outcomes 2007

4.2 Demonstrates an understanding of position


Framework Indicators


  • Accepts physical assistance to explore the concept of position.
  • Accesses physical positions using supports.
  • Shows preference for specific positions.
  • Independently moves to a position.
  • WM Accept physical assistance to use therapy equipment e.g. standing frame.

Teacher Language


Make a statement

‘You are in the ……. (room)’.

‘You are in the playground/pool/ school’.

‘You are in your chair’.

‘You are under the roof’.

‘You are on the floor’.

‘You are next to the desk’.


Ask a question

 ‘Are you in your chair?’

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.


For the purpose of this activity the exposure to different areas within the students’ environment would be limited to the whole school environment. The strategies described below could be transferred to the community.


School environments would include:

  • Bus area
  • School hall
  • Toilets
  • Office area
  • Sensory room/area
  • Swimming pool
  • Playground
  • Classroom
  • Walkways
  • Outdoor learning areas
  • Car park
  • Garden


When opportunities arise the teacher uses the teacher language stated above to draw the student’s attention to their position within these environments. This involves making statements that describe position such as under, over, on, in, next to, beside, behind, in front etc.



Websites that contain resources, games or activities that could be used to support this goal include:


Suggested Apps


Position Words Matching Game