Learning Partnership
This Week's Learning Bulletin: Maths
Understanding Our Maths Instructional Model
This week’s Level Bulletins are designed to give you a window into what your child is learning in Maths and how our lessons are structured across the school. All year levels follow the same whole-school instructional model, which helps ensure consistency and strong learning growth for every child.
1. Fluency
Each Maths session begins with a short fluency activity. These tasks build confidence and automaticity with key number skills, helping students warm up their mathematical thinking.
2. Whole Group Learning
The lesson then moves into whole-class instruction, where:
- The Learning Intention is introduced and displayed so students know exactly what they are working towards.
- The teacher models a strategy or works through an example with the class.
- Students and teachers may discuss ideas and solve problems together.
Anchor charts - visual reminders of strategies, steps, and examples—are used and referred to throughout the session. Students are encouraged to use these independently as they work.
3. Small Group Learning (Enabling – Explore – Extending)
Next, students move into a learning task tailored to their readiness:
- Enabling tasks support students who need scaffolding.
- Explore tasks allow students to apply and build on their understanding.
- Extending tasks challenge students ready to go further.
During this time, the teacher works with a small group for targeted teaching. Every child has the opportunity to work closely with the teacher to deepen their understanding and strengthen their skills.
4. Whole Group Reflection / Exit Ticket
At some point during the lesson, the class comes back together to reflect on the Learning Intention. Students may share their strategies or examples of their work.
Near the end of the lesson, students complete an exit ticket. This quick check helps the teacher see what each child understood and what may need to be revisited next time.
Examples of exit tickets include:
- A short reflection on what they learned, enjoyed, or found challenging
- A 3-2-1 summary: three things learned, two things enjoyed, one question they still have
- A question they have about the day’s learning
- One thing they’d like explained more clearly
- One idea they’d like reviewed in the next lesson
- A fact they learned today
This structure supports a consistent, engaging, and responsive approach to Maths teaching across our school. We hope this gives you a clearer understanding of the learning experiences your child takes part in each day.
Connie Apostolos-Thermos
Assistant Principal