Mathematics enables us to participate effectively in our society. It is an essential tool.


A central aim of Mathematics learning and teaching is to enable students to be active and thinking citizens who are able to interpret the world mathematically, use mathematics to help form their decisions about personal and financial priorities and to critically consider significant social, economic and scientific issues by using and interpreting mathematical perspectives...Competence in mathematics is essential if an individual is to participate fully in society. Students with effective numeracy skills achieve not only in mathematics but also in other areas of learning.


CEM 2015 Mathematics Overview & Vision for Mathematics

At Our Lady of the Immaculate Conception Parish Primary School, we believe Mathematics is an essential tool to effectively participate in our society and interpret the world. It has applications in all human activities, crossing cultural and linguistic boundaries to provide a universal way of solving problems.

Mathematics has its own value and empowers the user to communicate understandings logically and concisely. It encompasses a whole network of concepts and relationships which provide a way of viewing and making sense of the world.



The Australian Curriculum, Victorian Essential Learning Standards (AusVELS) provides a framework for whole school curriculum planning that sets out learning standards for use in planning teaching and learning programs, including assessment and reporting of student achievement and progress. AusVELS Mathematics is organised around the interaction of three content strands and four proficiency strands.


The three content strands are:

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


The four proficiency strands are:

  • Understanding
  • Fluency
  • Problem Solving
  • Reasoning.


The proficiencies describe how content is explored or developed. This involves the thinking and doing of mathematics. Students need to be able to explain their reasoning and why they have completed a task in a certain way. It is crucial that a child can explain their understanding of a task.



To provide adequate time for developing Mathematical skills, each classroom teacher will provide at least four daily lessons per week. These may vary in length at times, but will usually last for approximately 45-60 minutes.


The Mathematics Planning/Lesson will encompass:

  • A Tool/Warm Up session {includes a short activity that is engaging and fun. A tools session usually incorporates games, mental and oral skills and previews learning}
  • Whole class focus {focuses on setting the context and explaining the task}
  • Activities/Investigation Sessions {involves the student’s exploring, investigating, reinforcing and/or extending mathematical understanding. The teacher works with a small group focusing on specific skills}
  • Share Time/Reflection {incorporates reflecting upon the session, making connections and articulating mathematical understanding}



At Our Lady’s Primary School, we have been involved in the SINE (Success in Numeracy Education) program. The students complete a SINE pre test at the start of the year to assist teachers in reviewing the areas of ‘Number’ for each student. This allows teachers to gain a clear indication of the students strengths and challenges in the area of Number. This information is used to inform future learning and teaching. Students complete a post-test to measure growth and development at the end of the year.


Teachers also administer the PAT Maths assessment to gather evidence of student ability and to inform future learning and teaching.


Throughout 2012 and 2013 the staff of Our Lady’s School have also been involved in ‘Strategic Support Mathematics’ which involved two Catholic Education Office Staff Members working in our school. The focus was on building further knowledge in the area of contemporary teaching and learning in Mathematics.

The Mathematics Program at Our Lady’s School incorporates a range of teacher focused group sessions, open ended tasks and structured teaching based on the AusVELS curriculum and student’s needs. Students are immersed in working independently, in pairs and in small groups to consolidate their skills and understandings.

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