Glen Waverley South Primary School aim to provide 5 hours of mathematics sessions per week. The structure of these lessons will be flexible to reflect the nature of the concepts being taught. Sessions can be structured using open ended tasks, problem solving or investigation tasks. The sessions will include explicit teaching, reflection time, student conferences and differentiated tasks where support and extension prompts have been planned for.
Explicit teaching during maths sessions will occur at any point throughout the lesson. When completing investigative tasks, the explicit teaching often happens during the middle of the session. This allows students time to investigate the learning themselves before being provided with some support and explanation.
Student conferences are used to support and extend student’s individual learning needs. They can occur individually or with a small group of students. Students receive constructive feedback at the time of need to move their learning to the next stage. During student conferences teachers will collect evidence to support students’ learning. This could take the form of checklists, observation notes, photos or work samples.
Teachers will assess students’ achievements and learning on an ongoing basis. They use a variety of pre and post-tests to identify students’ prior knowledge and the learning that has occurred during the sessions. Teachers will use ongoing checklists to monitor students learning and progress.
Reflection is an important aspect to every mathematics lesson. Reflection allows students time to share their new learning, challenges, strategies and understandings. It also provides an opportunity for students to hear the thoughts and ideas of their peers, often providing a new and different perspective on the task or concept. For these reasons, reflection does not only happen at the conclusion of a lesson but often throughout a lesson to provide students time to use the insights gained from others for their own learning.
Teachers have high expectations of all students.
When planning mathematics sessions teachers refer to the Victorian Curriculum. Teachers will plan to include all content areas, including Number and Algebra, Measurement and Geometry and Statistics and Probability. The following proficiency strands will also be included in planning and teaching: Understanding, Fluency, Problem Solving and Reasoning.
Teams investigate the structure of mathematics topics across a term to include topics of varying lengths to allow students more time to develop their understanding of concepts and apply this knowledge.