At Delacombe Primary School we implement a whole school pedagogy in Numeracy that caters for the individual needs of our students.
Our daily one-hour Numeracy lesson is structured to ensure that targeted, focused explicit teaching occurs at student point of need, determined by student data and informed by the Victorian Curriculum 2.0.
At Delacombe Primary School, we strive for all students to meet their full potential in Numeracy and ensure that students are supported to develop their understanding of mathematical content through explicit teaching. Our instructional model is structured to ensure all students can achieve success, incorporating opportunities for targeted fluency, daily review and explicit teaching. Teachers follow the I Do, We Do, You Do model to introduce new concepts and allow students time to practise the newly learnt content. We use Daily Reviews to provide an opportunity for students to move the new learning to their long-term memory, which is based on the concept of spaced and interleaved practice.
Delacombe Primary School Numeracy Vision:
To develop children’s mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject and their engagement with lifelong learning.
Further Information
Teachers at Delacombe Primary School are continually supported through whole school professional development to ensure a consistent approach across the school, based on up to date evidenced based practices. At Delacombe Primary School, we have a strong emphasis on using Learning Objectives and Success Criteria in all numeracy lessons in order to make sure the learning is targeted and accessible to all students within the classroom. This ensures all students are aware of what they need to do to experience success in each lesson. All Learning Objectives are linked to the Victorian Curriculum 2.0 and provide opportunity for students to develop a more sophisticated understanding of the mathematical concepts and processes required to be numerate.
Across the week, our Mathematics program intentionally integrates all strands of the curriculum, as well as the four proficiencies of Understanding, Fluency, Problem Solving and Reasoning, with concepts revisited and strengthened through daily lessons. Rather than teaching topics in isolated blocks, we use a carefully planned spaced and interleaved approach. This ensures students regularly return to key ideas, make connections across concepts and build understanding progressively over time.
Our approach is also informed by Cognitive Load Theory. We recognise that students’ working memory has a limited capacity, so lessons are designed to present new learning in manageable steps. Teachers provide clear and explicit explanations, worked examples, guided practice and opportunities for review to reduce unnecessary cognitive overload. By sequencing learning carefully and revisiting key skills frequently, we support students to transfer knowledge from working memory into long-term memory.
Through this structured and evidence-based approach, students develop deep understanding, strong retention and lasting mastery of essential mathematical skills.
Our daily Fluency is supported using Numbots and Times Table Rock Stars. Numbots is designed to develop students' understanding, recall and fluency in mental addition and subtraction, so that they move from counting to calculating. Times Table Rock Stars is a fun and interactive game that boosts students’ fluency and recall in multiplication and division.
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