Katie Brody – Director of Students K-6

Classroom practices that promote mathematical proficiency for all students

Mathematics instruction has evolved significantly from the days of many of our own schooling experiences. Today, we possess a deeper understanding of classroom methodologies that foster comprehension and retention. We’ve identified strategies that enhance engagement, recognised contexts that bolster students’ self-efficacy in tackling mathematical challenges and we have embraced professional practices enabling teachers to cater to diverse and evolving levels of student readiness within each class.

Earlier this year, alongside the Term 1 Overview, we communicated a shift in our approach to Mathematics grouping to parents in this letter. The primary alteration involves the formation of two mixed classes, combining students previously categorised into Core or Upper Core streams. This change arose from our observation that certain students excelled in some topics while lagging in others, irrespective of their Core or Upper Core designation.

Our teachers have the confidence and versatility to employ various instructional methods, tailoring them to the spectrum of needs and readiness levels within their classrooms because we understand that within any seemingly homogenous group there is always a range. Bringing together Core and Upper Core level students allows teachers to assess readiness, provide whole-class instruction and modelling as needed, allocate time for practice across varying complexity levels, engage students in small group and individual tasks and ultimately extend each student’s learning trajectory beyond any predetermined group label. 

It is worth noting that within these mixed ability groups, students requiring extension in specific topics receive challenging assignments to further stretch their capabilities. They do not need to move into the full time extension group to receive this type of task. Students must first demonstrate proficiency in grade-level curriculum, and this can happen with less repetitions.

In our model, we also cater to two other groups (per grade) with distinct needs. One is a group who require additional support and the other requires significant extension. Identified through a combination of data sources and ongoing classroom performance, the goal remains consistent: to address the needs of students displaying significantly advanced capabilities compared to their grade level, as well as those requiring additional support to master the curriculum.

Given their own educational experience, some parents see fluency as a reason to have their child moved into an extension group. It is vital to note that building competence and confidence in Mathematics necessitates the development of five key proficiencies. Those interested in delving deeper in relation to each of the five proficiencies, this article titled Tying it all together, can be a good starting point.

NAPLAN continues next week

Well done to all the Year 3 and Year 5 students who are midway through their NAPLAN exams. Coming up are the last two tasks and then we are finished!

• Monday – Year 3 and Year 5 students will complete the Conventions of Language task
• Tuesday – Year 5 will complete the Numeracy task
• Thursday – Year 3 will complete the Numeracy task