At St Mary’s we believe that every child has the right to high quality effective teaching that equips students with lifelong Mathematics skills that enable them to become active and capable members of society.

Through the learning of Mathematics St Mary’s hopes to foster:

  • Interest and curiosity in Mathematics.
  • Accuracy and speed in computational skills.
  • An understanding of Mathematical reasoning and language while viewing Mathematics as an integral part of learning - not an isolated subject.
  • Confidence in student’s personal knowledge of Mathematics, so they feel able to apply and acquire new knowledge and skills when needed.
  • Useful Mathematical skills for use in everyday life.
  • Students ability to see Mathematics connections and be able to apply Mathematics concepts skills and processes in posing and solving Mathematical problems.
  • Students ability to discuss, explain and justify their choice of strategies and procedures.


St Mary’s Mathematics teaching is based on the Victorian Mathematics Curriculum. It is organised around the content strands: Number and Algebra, Measurement and Geometry and Statistics and Probability. The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning Mathematics and working Mathematically and are applied across all three strands.


Teaching Mathematics


Organisation -

Students at St Mary’s receive a minimum of five hours Mathematics tuition per week. The lesson format changes depending on the focus. Each lesson incorporates some element from the Number and Algebra strand.


Teaching Strategies -

Teachers use a variety of strategies and learning opportunities to meet the needs of students in their class, these include:

●       Rich and open ended problem solving tasks, explicit modelling, practice and consolidation of strategies and the use of manipulatives and technology.

●       Teachers differentiate tasks throughout the lesson in order to meet the needs of all students.

●       Students are encouraged to question and think flexibly. There is an expectation that students will share ideas and strategies in order to learn from each other effectively.



Curriculum Planning -

At the beginning of each year, teachers create a Yearly Mathematics Overview based on the Victorian Mathematics Curriculum.  Teachers then plan units of work collaboratively using a St Mary’s Mathematics planner. These unit planners contain detailed learning intentions and success criteria which are shared with the students as the unit is taught.


Assessment, recording, and reporting -

Formal school reports are written twice a year. These grade students against the Victorian Mathematics Curriculum and identify future learning goals.


Day to day assessments (Formative)

As part of ongoing teaching and monitoring teachers assess students understanding, achievement, and progress in Mathematics regularly. This assessment is based on observation, questioning, informal discussions and evaluation of work. This informs day to day teaching and learning and provides feedback for the students. Students are also taught to assess and evaluate their own achievements by recognising successes, learning from mistakes and identifying areas for improvement.


Periodic Assessments (Summative)

Students are also involved in more formal Mathematics assessments. These include Mathematics clinical interviews (Learning Framework in Number), National Assessment Program – Literacy and Numeracy (NAPLAN) for students in Years 3 and 5 and Progressive Achievement Test Mathematics (PAT M) produced by Australian Council of Educational Research for students in Years 1-6 every year in November.


Support programs for students who need additional assistance and/or extension -

At St Mary’s we offer a variety of Mathematics support. Programs include:

●       Number Intervention for students in Years 1-4.

●       Mathematics support for students in Years 5 and 6.

Some students may require Personalised Learning Plans to address specific needs including SMART goals and adjustments in consultation with Parents, Mathematics Leader, Learning Diversity Leader and Student Services Team. Differentiated teaching practices including making reasonable adjustments in Mathematics classes support students below expected level of achievement and those above.



Developing Teacher Capacity


The appointment of a Mathematics Leader to work in partnership with the Learning and Teaching Leader and the Literacy Leader ensures the ongoing monitoring of school improvement.


Teachers at St Mary’s have access to a variety of Professional Learning opportunities. These include -

●       Regular Professional Learning Team meetings.

●       Professional Learning offered by Catholic Education Melbourne.

●       Other Professional Learning for teachers in line with the school’s Annual Action Plan.



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