Numeracy

At Flinders View Primary School, we recognise that a whole-school approach to mathematics learning is essential to support and challenge all students. We aim to teach mathematics explicitly and in a variety of contexts, fostering a deep, rich, and meaningful understanding of concepts, language, and skills.

To be numerate is to have the capacity, confidence, and disposition to use mathematics in everyday life. Being numerate means being able to problem-solve, reason with mathematical concepts, and fluently apply them in a range of contexts. We believe that all students can be powerful, successful, lifelong learners of mathematics. Students should develop a broad range of mathematical skills that enable them to be numerate, productive, and active citizens.

Our school is committed to building the capacity of all staff through high-quality professional learning, collaboration, and the development of evidence-based teaching programs.

Our Teaching Approach

Mathematics lessons at Flinders View Primary School are centred on the Explicit Teaching Model (“I do, We do, You do”) and the Learning Through Doing pedagogy, focussing on developing foundational skills, including the Big Ideas in Number.

Our Commitments to Effective Mathematics Teaching

To support this approach, we:

• Use data to plan a whole-school response, including the development of self-regulated learners and clear expectations for teacher and team planning time.
• Ensure all teachers have the pedagogical content knowledge to support students in building foundational concepts developmentally.
• Align beliefs and attitudes towards mathematics through shared school-wide priorities.
• Set the expectation that all teachers provide clear learning intentions and numeracy success criteria as part of their learning design.
• Make explicit connections between colloquial and formal mathematical language.
• Build teachers’ understanding of productive struggle and deep learning.
• Ensure students have opportunities to experience and create multiple representations of numeracy concepts.

Mathematics Intervention

Students are identified by site-based diagnostic, formative or summative assessment processes, NAPLAN and PAT-M analysis. Schools are required to implement the 3 waves of intervention:

• Wave 1: Whole-class instruction
• Wave 2: In-class differentiation, small-group work
• Wave 3: OCOPS and 1:1 withdrawal

Mathematics Intervention at FVPS is facilitated as below: