At Dromana Primary School we have a commitment to providing the highest possible standards in learning for every student.

Our focus on the foundation knowledge and skills to be a successful student starts at the very early stages in mathematics right through to grade 6.

The Victorian Curriculum is taught at Dromana Primary School and the state-wide curriculum framework can be found at:

The Victorian Curriculum sets out what students are expected to learn and is designed as a continuum of learning. It is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

We implement a consistent, school wide, four part lesson structure:

Number Fluency – Short maths activity or game to tune the class in to mathematical thinking.

Launch – Explicit teaching of concept or skill.

Discovery – Time for children to explore concept/skill independently or in a small group through problem solving activities.

Summary – An opportunity to reflect on our learning, to summarise what we have learnt, what was difficult or what we might do next time.

All Numeracy work programs and lessons are planned by the year level teaching team, reflect the whole-school lesson structure and are in line with the Victorian Curriculum. Students develop proficiency skills in mathematical understanding, fluency, reasoning, modelling and problem-solving, as well as the interpersonal skills to work cooperatively. At all levels, children are presented with ‘real life’ mathematical problems, enabling them to apply their skills and develop their problem-solving strategies through practical experiences which helps children understand its relevance in their own lives. Whole class instruction and discovery time is strengthened through focus groups. Children work at a level that enables them to build on prior knowledge, develop their skills, challenge their thinking and make new connections.

We set the children up to take risks, understanding we learn from our mistakes and using growth mindset to challenge themselves, be willing to take risks and experiment with strategies when working through their work.

Thorough daily practice and repeated exposure is fully supported through explicit instruction and high expectations. Hands-on materials, equipment and ICT are incorporated into teaching and learning to support, engage, reinforce and present mathematical concepts. This approach enables our children to feel confident using mathematics in their lives and to continue as mathematical thinkers.