Conference synopsis 20240805 - Flipbook - Page 49
strong numeracy skills and understanding in students. Making
connections between strands, with other curriculum areas,
and with the real world provides students with a deeper
understanding of mathematics and how concepts build
on and link to each other. This understanding creates an
appreciation for the real-world usefulness of mathematics.
In the session, I will model how I have used the Mathematics
2.0 Curriculum, along with Professor Di Siemon’s Big Ideas
in Number and planning matrix to develop a whole-school
annual overview that feeds into term and lesson sequence
planners. The planning documents are made with formative
and summative assessment in mind, incorporate connections
to other curriculum areas, and guide the day-to-day planning
of year level teams.
Key takeaways:
1. How to plan annual overviews that lead to term and
sequence planners.
2. How to use Professor Di Siemon’s planning matrix to find
the connections in the mathematics curriculum.
3. How the Curriculum 2.0 lends itself to making
mathematical connections.
B06 OPTIMISING TEACHER WORKLOAD
AND MEETING STUDENT NEEDS THROUGH
COLLABORATIVE PLCS
Subtheme: Leadership
Ramya Deepak Kumar and James Dixon, Mount Waverley
Primary School
(F to Year 6)
Teacher workload is massive and time precious. We know our
student needs change every year with cohort demographics.
We believe our teachers are knowledgeable professionals who
are experts in designing learning for their students based on
learning needs. The solution lies in true collaborative PLCs
where a team of teachers work together to analyse student
learning data, identify relevant curriculum standards and plan
learning experiences that align with student learning needs.
This is supported and scaffolded by a strong evidence based
instructional model, robust and structured meeting agendas
that promote deep data dive and reflection and continuous
leadership support.
Key takeaways:
1. Collaborative numeracy planning - The why, what and how.
B05 ADDING’ ZING’ TO YOUR MATHS
SESSIONS
Subtheme: Wellbeing
Bernard Kerrins, St Francis of the Fields Primary School
(F to Year 6)
Engagement in maths education has long been an issue
for children, teachers and parents. Through encouraging
a mindset of growth and development and instilling selfconfidence and esteem within the children, this session
is for those looking for ways to make their lessons more
meaningful, relevant and enjoyable, while at the same time
helping children to develop a love for the learning of maths.
Rather than looking for change, you can be that change!
Your students, like mine will look forward to maths each day.
This workshop looks at methods, approaches and proven
strategies to instil a love and enjoyment for the learning
and teaching of maths. This is a very hands-on session with
examples of how to structure the activities to be suitable
for all primary levels, across all maths curriculum topics, link
them to assessment data and how to alter them over time to
maintain engagement.
2. Collaborative data analysis to facilitate point of need
teaching.
3. Collaborative planning of high quality instructional
experiences.
FULL B07 RICH MATHEMATICAL TASKS
- BRINGING LAUNCH, EXPLORE, AND
SUMMARISE TO LIFE
Subtheme: Pedagogy
Brendan Hodge and Kayla Campbell, Orchard Park
Primary School
(F to Year 6)
This professional learning session focuses on the Launch,
Explore, Summarise instructional approach to teaching
primary mathematics. We will unpack the instructional
sequence and examine the distinct roles of teachers and
students within it. A real-life example used in schools will
illustrate these steps in practice. We will highlight rich
mathematical tasks that encourage deep thinking and
demonstrate the power of this approach in fostering a rich,
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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