The teaching of Mathematics is explicit, systematic and responsive to student learning needs. Lessons provide opportunities for students to develop conceptual understanding, fluency, reasoning and problem-solving skills across the areas of Number, Algebra, Measurement, Space, Statistics and Probability.

Teachers use daily review and retrieval to strengthen previously taught knowledge and identify areas requiring further instruction. New concepts and skills are introduced through clear modelling and worked examples, followed by guided practice and independent application through a gradual release of responsibility. Ongoing checks for understanding and assessment data inform responsive teaching, enabling teachers to adjust instruction, provide targeted support and extend student learning.

Years F–2

Students learn mathematics through a balance of explicit instruction, hands-on experiences and purposeful opportunities to apply mathematical knowledge. Teaching focuses on building strong foundations in number, mathematical language and mathematical thinking.

This includes:

• Number and mathematical foundations – explicit teaching develops understanding of counting, quantity, number relationships, place value, number facts and the structure of the number system.

• Modelling and explicit teaching – teachers clearly model mathematical concepts, strategies and language, making mathematical thinking visible before students practise with increasing independence.

• Daily review and fluency – regular retrieval and practise strengthen previously taught knowledge and develop fluency with counting, number facts and mathematical procedures.

• Mathematical language – students are explicitly taught the vocabulary and language structures needed to understand, explain and communicate mathematical ideas.

• Hands-on learning and representation – concrete materials such as counters, visual representations and practical experiences support students to develop conceptual understanding before progressing towards increasingly abstract representations.

• Reasoning and problem solving – students are encouraged to explain their thinking, make connections, investigate mathematical ideas and apply their knowledge to solve problems.

Years 3–6

Students participate in mathematics learning that is responsive to their developing knowledge and skills. Ongoing checks for understanding and pre-assessment are used to identify learning needs and inform instruction, with flexible groupings used to provide targeted teaching, support and extension at students’ point of need while maintaining high expectations for all learners. Learning continues to emphasise conceptual understanding, fluency, reasoning and problem solving. 

This includes:

• Explicit teaching and gradual release – teachers model concepts and strategies using clear explanations and worked examples before providing guided and independent opportunities for students to apply their learning.

• Daily review and fluency – retrieval and deliberate practise consolidate prior learning and build automaticity with number facts, calculation strategies and key mathematical procedures.

• Reasoning and problem solving – students apply mathematical knowledge to unfamiliar situations, explain and justify their thinking, as well as identify patterns and make connections between mathematical concepts.

• Investigations and computational thinking – students explore mathematical concepts through investigations, problem-solving tasks and opportunities to identify, represent and solve problems systematically.

• Mathematical communication – students develop the language and vocabulary required to explain strategies, construct mathematical arguments and communicate their reasoning clearly.

• Application and mathematical thinking – students have opportunities to consolidate skills and apply mathematical knowledge in varied contexts through games, digital tools, practical experiences and rich tasks.