The Awfullest Australian Curriculum Space Lines

Yes, it is VCE season, but the ACARA show must go on.

Continuing with our Best Worst Of series, and following on from NumberAlgebra and Measurement, here are the awfullest Space lines, chosen from the Complete Works.


describe the position and location of themselves and objects in relation to other people and objects within a familiar space (AC9MFSP02)

describing where they have moved themselves and items in relation to other items within a space, using familiar terms; for example, playing a hiding game and when asked “Where did you hide the ball?”, responding, “I hid it behind the garbage bin over there near the bench” (AC9MFSP02)


give and follow directions to move people and objects to different locations within a space (AC9M1SP02)

following directions to move people into different positions within a line using both ordinal and positional language to describe their position; for example, directly comparing heights and following directions using ordinal and positional language to line up in height order (AC9M1SP02)


manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes, recognising they are they are still classified as the same shape even if they are upside down or on their side (AC9M2SP01)

locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways (AC9M2SP02)


making geometric objects in solid form out of connecting cubes, in skeleton form with straws, and constructing objects using dynamic geometric software, recognising, comparing and discussing the features of the objects using the different representations (AC9M3SP01)

interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other (AC9M3SP02)


recognising that a spreadsheet uses a grid reference system, locating and entering data in cells and using a spreadsheet to record data collected through observations or experiments (AC9M4SP02)

recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate (AC9M4SP03)


connect objects to their nets and build objects from their nets using spatial and geometric reasoning (AC9M5SP01)

investigating objects designed and developed by First Nations Australians, such as those used in fish traps and instructive toys, identifying the shape and relative position of each face to determine the net of the object (AC9M5SP01)


locate points in the 4 quadrants of a Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane (AC9M6SP02)

designing a school or brand logo using the transformation of one or more shapes and describing the transformations used (AC9M6SP03)


classify triangles, quadrilaterals and other polygons according to their side and angle properties; identify and reason about relationships (AC9M7SP02)

creating a classification scheme for triangles based on sides and angles, using a flow chart using sequences and decisions (AC9M7SP04)


establishing that 2 shapes are congruent if one lies exactly on top of the other after one or more transformations including translations, reflections and rotations, and recognising that the matching sides and the matching angles are equal (AC9M8SP01)

design, create and test algorithms involving a sequence of steps and decisions that identify congruency or similarity of shapes, and describe how the algorithm works (AC9M8SP04)


apply the enlargement transformation to shapes and objects using dynamic geometry software as appropriate; identify and explain aspects that remain the same and those that change (AC9M9SP02)

creating an algorithm using pseudocode or flow charts to apply the triangle inequality, or an algorithm to generate Pythagorean triples (AC9M9SP03)


investigating proofs of geometric theorems and using them to solve spatial problems; for example, applying logical reasoning and similarity to proofs and numerical exercises involving plane shapes; using visual proofs to justify solutions (AC9M10SP01)

design, test and refine solutions to spatial problems using algorithms and digital tools; communicate and justify solutions (AC9M10SP03)


relationships between angles and various lines associated with circles (radii, diameters, chords, tangents) 

identifying relationships, angles between tangents and chords, angles subtended by a chord with respect to the centre of a circle, and with respect to a point on the circumference of a circle, including using dynamic geometric software

One Reply to “The Awfullest Australian Curriculum Space Lines”

  1. Can’t decide what’s worse— spreadsheet = geometry because it’s a grid (it reads like satire!) or using ‘algorithms’ to ‘apply’ the triangle inequality (if a+b<= c then triangle=false? really not seeing the need for ‘pseudocode’ there…) I’ll have to go the triangle inequality, at least the spreadsheet thing is funny

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