At Findon Primary School, there is a strong focus on teaching and learning in mathematics.
The mathematics curriculum covers the first two stages of learning; Birth to Level 2, where strong foundations for learning mathematics are developed and; Level 3 to Level 8, where breadth and depth is developed during the teaching and learning of mathematics.
The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability. Each strand is organised by sub-strands where content descriptions are listed to provide a focus and clear sequence for the development of related concepts and skills within strands and across levels.
| Strands | Number and Algebra | Measurement and Geometry | Statistics and Probability |
|---|---|---|---|
| Sub-strands | Number and place value | Using units of measurement | Chance |
| Fractions and decimals | Shape | Data representation and interpretation | |
| Real numbers | Geometric reasoning | ||
| Money and financial mathematics | Location and transformation | ||
| Patterns and algebra | Pythagoras and trigonometry | ||
| Linear and non-linear relationships |
More information on each strand and the mathematics curriculum can be found here: https://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/structure
The curriculum explores links between mathematics and other disciplines. For example, in Geography, students need to analyse data to compare the population of different countries; in History, students need to be able to imagine timelines and time frames to sequence related events.
The relationship between mathematics (the study of function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and events) and numeracy (the knowledge, skills, behaviours and dispositions that students need in order to use mathematics in everyday situations) is shown in learning environments through the proficiencies of understanding, fluency, problem solving and reasoning. The proficiencies are fundamental to learning mathematics and working mathematically. Further information on the proficiencies can be found at https://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/learning-in-mathematics
At Findon Primary School, students engage with authentic learning tasks to peak curiosity in all students. Students engage with regular number talks to promote flexible thinking practices in mathematics http://fuse.education.vic.gov.au/Resource/ByPin?Pin=MG9DYC&SearchScope=All
Students are encouraged to visualise mathematical problems and make their thinking visible to support understanding and transfer of knowledge. A combination of explicit teaching and open ended tasks, and direct instruction in the language of mathematics remains a focus. Staff utilise the e5 instructional model for teaching and learning in mathematics, where differentiated practices provide access to learning for all students. Learning intentions and success criteria for each lesson are visible to students. The promotion of a growth mindset and mathematical culture in the classroom, in addition to a rigorous cycle of assessment, support staff to understand where students are placed, and the next point of learning.
The following links can provide families with additional information on how to support students at home further:
https://www.education.vic.gov.au/parents/learning/Pages/numeracy-birth-year-2.aspx
https://www.education.vic.gov.au/parents/learning/Pages/numeracy-years-3-to-6.aspx