Spatial thinking has been shown to span a multitude of disciplinary areas and is recognised as a core competence related to mathematical achievement and participation in Science, Technology, Engineering and Mathematics (STEM) careers. At this time of intense curriculum change at primary level in Ireland, this paper examines the extent to which spatial thinking is made explicit in the Mathematics and draft Science, Technology and Engineering and Social and Environmental Education (SEE) curriculum documents by analysing curriculum learning outcomes against a typology of spatial skills proposed by Newcombe and Shipley (2015). While many spatial skills are explicit in mathematics curriculum outcomes, they remain implicit in the STEM and SEE curriculum specifications.