The ability to discover, explore, describe and mathematise relationships between different concepts is at the heart of scientific work of professional mathematicians and scientists. At school level, however, helping students to link, differentiate or investigate the nature of relationships between mathematics concepts remains in the shadow of skills development and the practice of routine problems. It is vital that teachers are able to design curricula that nurture students' understanding of the similarities and differences between mathematics concepts, and to present the subject knowledge in a range of simple ways. The use of visual representations, such as diagrams, tables or graphs, for showing relationships between mathematics concepts, is a common practice in classrooms. The aim of this paper is to introduce a specific visual representation in a tabular form, termed as a concept field, and to illustrate the use of this as a supporting tool for program development, topic planning and assessment design within the mathematics learning area during the years of schooling. In this paper, a type of visually represented structure that blends both the vertical hierarchy of a particular concept development to the skills and understandings associated with key knowledge and applications is used. (Contains 7 figures.)