Numeracy at Woodend Primary School

At Woodend Primary School, we are committed to fostering lifelong numerate learners who are confident, curious, and capable problem solvers. Our Numeracy program is designed to empower every student with the knowledge, skills, and dispositions to use mathematics effectively in everyday life—at home, in the community, and in future careers.

Our Values and Beliefs

• Explicit Teaching: We value the explicit teaching of mathematical knowledge, skills, and understandings.
• Confidence and Communication: Our students are encouraged to articulate, justify, and share their mathematical thinking.
• Professional Responsibility: Teachers use data to plan student-centred, authentic, and problem-based learning experiences collaboratively.
• Growth Mindset: We aim for every student to achieve at least one year of academic growth in numeracy for each year of learning.

What It Means to Be Numerate

To be numerate is to use mathematics effectively to meet the general demands of life. Our definition is aligned with the Victorian Curriculum, which highlights numeracy as the knowledge, skills, behaviours, and dispositions needed to use mathematics across a wide range of situations. This includes number, measurement, geometry, statistics, probability, algebra, and space.

Our Numeracy Proficiencies

Students develop increasingly sophisticated mathematical understanding, fluency, problem-solving, and reasoning. These proficiencies enable them to respond to familiar and unfamiliar situations by making informed decisions and solving problems efficiently.

The Classroom Experience

• Daily Numeracy: Students engage in at least one hour of numeracy instruction each day.
• Problem-Based Learning: Teachers encourage students to discover solutions for themselves, rather than simply providing answers.
• Accessible Resources: Classrooms are equipped with a range of tools to support student learning.
• Differentiation: Tasks are tailored to challenge students beyond their current thinking levels.
• High Expectations: Teachers communicate clear expectations and provide purposeful feedback.
• Mathematical Language: Consistent mathematical terminology is used and displayed throughout the school.

The Big Ideas in Number

We draw on the “Big Ideas in Number” framework, focusing on:

• Trusting the Count
• Place Value
• Multiplicative Thinking
• Partitioning
• Proportional Reasoning
• Generalising

These concepts are essential checkpoints in developing strong number sense and are supported by best practice resources and ongoing professional learning.

Problem-Solving Strategies

Students are taught ten core problem-solving strategies, providing them with the tools and confidence to approach a variety of mathematical tasks and make meaningful connections between concepts.

Teaching and Learning Model

Our approach is underpinned by the Victorian Teaching and Learning Model 2.0, which includes:

• A Vision for Learning: Shared values and beliefs that drive a high-performance culture.
• Practice Principles: Nine signature pedagogies proven to improve student achievement.
• Pedagogical Model: A clear framework for effective teaching in the classroom.
• High Impact Teaching Strategies (HITS): Ten instructional practices that reliably increase student learning.

Daily Numeracy Lesson Structure

Each lesson follows a structured sequence:

1. Anticipate: Teachers plan with clear learning goals and anticipate student solutions and misconceptions.
2. Launch: The lesson begins with a fluency exercise or discussion, followed by the main task.
3. Explore: Students work individually or collaboratively, with teachers offering support and extension as needed.
4. Summarise/Review: Teachers lead discussions to consolidate learning, clarify misconceptions, and celebrate successes.
5. Repeat (if time permits): Further tasks deepen understanding and allow students to apply new strategies.