BBPS Curriculum

This week’s curriculum newsletter entry describes our pedagogical approach to teaching Mathematics. Next term we will be sharing further understandings linked to how students learn.

This year teachers have been delving into the importance of memory retrieval as a key component of effective learning. Research shows that regularly accessing and revisiting mathematical skills and concepts helps transition these ideas into long-term memory. Teachers have implemented a range of instructional practices to support this, such as:

• a daily review session where students spiral back through important concepts they have previously learned. This approach not only reinforces their understanding but also encourages mastery of the material. The students have responded positively to these sessions, enjoying the immediate feedback and the opportunity to strengthen their skills continuously.
• planning units of Mathematics that combine and link concepts to ensure big ideas (number/place value, addition/subtraction, multiplication/division) are revisited regularly, e.g. teaching addition and subtraction with money; introducing decimals through measurement. 
• activities and games that focus on recall of number facts, e.g. morning activities from 8:45-9:00am; times table challenges; lesson break games.

In addition to our focus on memory retrieval, teachers have been focussed on 'pitching up.' This technique involves elevating the level of challenge in our lessons to ensure that all students are appropriately extended and engaged. Our recent math data indicates that students at BBPS are performing above the national average. To maintain and build upon this success, we are committed to providing adequate challenge for every student. Our teachers are incorporating extension prompts and challenges into each lesson, tailored to meet students at their individual points of need.

Mathematics has been our whole school focus for the past three years, and we are excited to see a shift in NAPLAN data, reflective of our growing understanding of effective evidence based practice. Of particular note, as is reflected in our data in the English domains, is the large percentage of students at the strong / exceeding proficiency level. Minimal to no students at ‘needs support’ again reflects the ability of our teaching team to scaffold and support students who might require intervention. This year, in particular, we celebrate the increased number of students at ‘exceeding’ in grade 5, evidence of our ability to maintain high growth for our students in the middle years. 

This year teachers have spent the time familiarising ourselves with the new and updated Curriculum Version 2.0. Formal assessment against this curriculum will begin in 2025. 

Here are some notable shifts in practice:

Focus on Mathematical Reasoning: Greater emphasis on mathematical reasoning and the ability to explain and justify solutions.

Problem-Solving as a core skill: Teaching will move towards real-world, open-ended problems that encourage exploration and multiple solution pathways, allowing students to apply mathematical concepts in context.

Statistical Literacy: Greater focus on statistics and probability, particularly how data is represented and interpreted.

Differentiation and Student-Centred Learning: More personalised approaches will be implemented, where tasks are adapted based on students' current knowledge and skill levels. Teachers will scaffold learning through targeted questioning and varied activities.

Thanks so much for taking the time to read our Curriculum section of the newsletter each week - we hope you have found these useful in gaining a greater understanding of what we do in our classrooms each day.