Mathematics in the Victorian Curriculum is organised around the interaction of three content strands and four proficiency strands.

The content strands describe what is to be taught and learnt. They are:

• Number and Algebra
• Measurement and Geometry
• Statistics and Probability

The proficiency strands describe how content is explored and developed and are embedded into the content descriptions.

They are:

• Understanding
• Fluency
• Problem solving
• Reasoning

At Harvest Home Primary School, we value Mathematical thinkers and strive to develop a deep understanding of mathematicalhttps://www.harvesthomeps.vic.edu.au/uploaded_files/media/numeracy2.jpg concepts through challenging student’s thinking. Students develop the knowledge and skills to be able to choose, use and apply mathematics confidently in a wide range of real-life situations. Staff use the Victorian Curriculum to plan engaging, hands on, and differentiated lessons to cater for student’s

 individual needs.

Teachers follow the Harvest Home Numeracy Instructional model which is based on current best practice of Numeracy teaching and learning. This model follows a Launch-Explore-Discuss structure that enables students to problem solve, reason, and practise specific skills and concepts.

Within this model students:

• Are given the opportunity to think ‘hard’ and explore new concepts before the teacher gives the formal explanations
• Explore and extend skills through challenging tasks
• Explore, question, and understand concepts rather than solely rote learning content
• Use concrete materials to explore concepts.
• Have a consistent understanding of mathematical language
• Value the power of reasoning through showing or explaining how an answer has been resolved

Within this model teachers:

• Establish a healthy Numeracy culture that supports a growth mindset and values mistakes as an important part of learning.
• Follow a whole school overview to ensure a guaranteed and viable curriculum.
• Address common misconceptions using confronting, leading, and generalising questions.
• Have explicit teaching of skills and concepts in whole class and small focus groups.
• Analyse formative and summative data to ensure teaching is purposeful and targeted at point of need