Numeracy

On this page you will find a collection of VCAA and DET Supported resources that can be used by school leaders, numeracy leaders, and teachers to develop their skills and knowledge in teaching Numeracy and Mathematics.

For further support please contact Alana Jones or Fiona Hindson-Plews.

Case Study: Mathematics in a Small School

Hepburn Primary School, located near Daylesford, has outperformed similar schools in both achievement and learning growth in Numeracy NAPLAN in 2025. They are experiencing success in teaching of Mathematics, while responding thoughtfully to the needs of their small school cohorts. Like many small schools, the staff face challenges such as differentiating for multi-age classrooms and being unable to reuse lessons or units from previous years due to constantly changing class composition.

Acknowledging these familiar challenges, what has driven Hepburn Primary School’s success? This case study highlights the school’s deliberate approach to building student confidence in mathematics, making use of hands-on learning and a planning process that both caters to student needs and supports teachers to deepen their own pedagogical knowledge.

Confidence

Teachers at Hepburn Primary have prioritised building a classroom culture where students feel confident to ‘have a go’ and see mistakes as a part of learning. They are intentional in how they positively reinforce effort and how they phrase corrections as supportive feedback. Teachers focus on highlighting student successes and recognising when students who find mathematics challenging are putting in sustained effort.

The Victorian Mathematics Position statement notes that as students develop mathematical skills, confidence remains critical and early foundations require constant reinforcement to build mathematical self-efficacy. This idea has been a strong and ongoing theme for the teachers at Hepburn Primary School as they support students to build confidence in their mathematical thinking.

Teachers also facilitate regular classroom discussion, supporting students to share their reasoning with increasing confidence. Across the school, consistent mathematical language is used deliberately. For example, in probability, every student can explain terms such as certain, impossible, 50/50, likely and unlikely. Students have frequent opportunities to use this vocabulary and are encouraged to articulate their understanding of each term.

Newsfeed_Numeracy_Case Study_Hepburn PS_2025.pdf

Printable Copy of this Case Study

Planning for Multi Age Classrooms

As teachers in small schools would know, planning can be difficult in schools with multi age classrooms for several reasons, one being that there is no planning team and planners often can’t be reused because the make up of the classrooms can change year to year. A class that is Foundation to Year 2 this year, might be Foundation to Year 3 next year.

To overcome the common planning challenges, Hepburn Primary School teachers draw on common planning resources. Particularly they use a common textbook by George Booker. This supports with both planning high quality lessons, and supports teachers to intellectually prepare for their lessons, as they often reread the text before teaching topics. This text also supports teachers to identify, plan for and respond to misconceptions as they arise in lessons. In addition to this, teachers draw on the work they did with consultant, Michael Ymer, and select resources from quality websites such as NRICH. Using these resources and assessment data, teachers plan for a lesson pitched at an appropriate level. They also carefully plan for targeted scaffolds and extension opportunities so every student in supported.

Teachers have also collaborated to deepen their understanding of the Victorian Curriculum 2.0, including how skills progress across year levels. This involved a thorough unpacking of the curriculum to strengthen consistency and clarity in teaching and learning.

Mathematics Hepburn_Mathematics in a Small School.mp4

Video of a Classroom in Action

Hands on Learning and use of Manipuitives

Hepburn Primary School has made a clear commitment to providing the same resources is every classroom. This ensures consistency in the concrete materials available from Foundation to Year 6, so students can access what they need to support their learning. It also allows teachers to plan confidently, knowing the materials required to high-quality lessons are always available.

After explicitly teaching new skills, teachers provide hands-on problem solving opportunities that require students to apply those skills in different contexts. This approach is engaging and supports learning through all phases of the Instructional Hierarchy (acquisition, fluency, generalisation, and adaptation). To find out more about the Instructional Hierarchy, see: The Maths Guarantee by the Grattan Institute (link).

Hepburn Primary School have experienced success in their small school as a result of the emphasis on promoting confidence in mathematics, using common text to develop the expertise of teachers and support effective planning and an emphasis on hands-on learning and the use of manipulatives.

Thank you to Hepburn Primary School for your sharing for this case study.

Case Study: Effective Practices in Mathematics

Wendouree Primary School, located in Ballarat, has consistently outperformed similar schools in both achievement and learning growth in Mathematics. In the 2025 NAPLAN results, 92% of Year 5 students were in the Strong or Exceeding bands, well above similar schools (53%) and state (69%). These results were achieved with a 100% participation rate.

Equally impressive, the Relative Growth data for 2025 shows that every student (100%) achieved Medium or High Growth, with 64% demonstrating High Growth. This far exceeds similar schools (18%) and state (24%).

These results are not a one off but reflect a consistent pattern year after year, highlighting the sustained impact of the school’s approach to Mathematics. What lies behind their success? This case study shows how Wendouree Primary School fosters a positive culture of mathematics and uses a distinctive approach to planning, explicit teaching and retrieval practices, to maximise student outcomes.

Printable Copy of this Case Study

Culture

Before all else, the school promotes a positive culture of mathematics. Staff speak about mathematics in an encouraging way and model genuine enjoyment. Walking through the classrooms, it is common to see teachers actively involved in mathematics games with the students, rather than remaining on the sidelines. The emphasis on games and joy establishes a supportive environment where mathematics feels engaging and accessible. The belief is that if students develop a love of mathematics, particularly in early years, they are more likely to persist and thrive when faced with the challenges of the mathematics curriculum in Years 5 and 6, and beyond.

Link to Sample Whole School Scope and Sequence

Link to Sample Term Planner

Planning

At Wendouree Primary School, sequencing learning and building on students’ existing knowledge is central to planning, as with many schools. At Wendouree Primary School, teachers use a common planning document that captures essential components, such as Learning Intentions, sequenced learning chunks and activities.

What makes their planning distinctive is the inclusion of a curated bank of high quality activities. Teachers are expected to use their professional expertise, and deep knowledge of their students, to select from the bank and sequence learning experiences in a way that meets the needs of their class. This ensures that planning is both high quality and responsive to the needs of the students in the class.

When engaging with external professional learning or resources, the school always asks, ‘will this work for our students?’ They selectively adapt and integrate only what aligns with their context, avoiding commercial programs in favour of high quality resources that have been carefully chosen and refined for their context.

This approach reflects the Planning element of the VTLM 2.0, which highlights the importance of planning sequenced learning experiences and using high quality resources.

Explicit Teaching

Explicit teaching at Wendouree Primary School is carefully targeted to the point of need of students. In the video, you will see Donna using mini whiteboards, roaming, feedback, along with carefully chosen questions to serve as both retrieval practice and as a way to uncover misconceptions. With that information, she is able to explicitly teach the chunk of information her students need in that moment.

The VTLM 2.0 describes Explicit Teaching as teacher demonstration and modelling of small deliberate chunks of information. This video illustrates how thoughtfully Donna identified what to teach, linked to prior knowledge and maintained student engagement throughout the modelling process.

Mathematics Wendouree_Sequencing and Explicit Teaching.mp4

Link to Video of Classroom Practice

Retrieval Practices

Retrieval activities at Wendouree Primary School are designed to prompt recall of concepts taught both in the current and previous years. In the sample activity, students are asked to provide ‘evidence’ of their understanding against a set of criteria. These criteria are drawn from the schools sequenced learning progression, spanning from Prep through to the students’ current year level. The activity not only serves as retrieval practices but also provides the teacher with valuable information about any gaps in understanding and the students’ point of need.

As highlighted in the VTLM 2.0 retrieval practices strengthen students’ learning by providing regular opportunities to recall information, with attention to timing and spacing of those practices.

Retrieval Practice Activity Samples

Wendouree Primary School have experienced consistent success in teaching and learning as a result of the emphasis on promoting a positive mathematics environment, utelising teacher expertise and high-quality resources when planning, responding to students when explicitly teaching and using retrieval practices. This work has been celebrated in several news and journal articles. If you are interested in reading these, please follow the links below.

Thank you to Wendouree Primary School for your sharing for this case study.

Journal Articles:

Mathematics Resources on the VCAA and Arc websites

VCAA's 'Understanding Foundation Levels A to D Version 2.0' webinar link.

Mathematics Level Overview

Check out the Mathematics Level Overview that maps the Mathematics Lesson Plans across the year.

Secondary Highlight - Focus on Science

Education Endowment Foundation - Improving Secondary Science

Click on the following link to view the Foundation's seven recommendations for improving science in secondary schools. Download the 'Guidance Report', 'Recommendations Poster' and additional tools.

Improving Secondary Science Resources

Australian Education Research Organisation

Whether you’re an experienced teacher or new to the field, this practice guide is designed to enhance your ability to teach simple, compound and complex sentences in Science. Through exploring annotated writing examples written at a Year 8 level, we hope you’ll gain valuable insights into the impact of teaching specific sentence types and providing targeted feedback to improve student writing.

Read the report here:

Writing in Science - Highlighting the use of simple, compound and complex sentences in student writing

Formative assessment in scienceFormative assessment is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses formative assessment in her science lessons.

Explicit instruction in scienceExplicit instruction is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses explicit instruction in her science lessons.

Upcoming Student Experiences - ARC

Do yourself a favour and check out the many amazing events that are on offer at ARC. There are a wide range of excursions, incursions and online experiences that cater to varying audiences and content areas.

Use this link to further explore:

Events | Arc

Rockumentary Learning Lab Workshop | Event | Arc

Years 7-8 Melbourne Museum

600 million years in 60 seconds (Self Guided) | Event | Arc

Years 9-10 Melbourne Museum

Senior Secondary Electrical Science | Event | Arc

VCE Scienceworks

Capturing the Cosmos (Planetarium show) | Event | Arc

Secondary Students Scienceworks

Teaching Multiplicative Thinking

What do we teach?

The Content Descriptors in the Victorian Curriculum 2.0 reflect what is taught over the year and the Elaborations are examples of what students might do. Here we have an example of these descriptions for Multiplicative Thinking for Year 2.

How do we teach?

The Victorian Teaching and Learning Model 2.0 and supporting documents outline how content should be taught.

Preparing for Lessons

When preparing for lessons, teachers might seach online and through text books for ideas. This scavenging requires time to curate quality lesson ideas, adapt the lessons for the students and to prepare for the lesson.

When teachers are creating lessons from scratch, this DIY, approach takes a very long time and leads to very little time for preparation.

Alternatively, the Victorian Lessons Plans (VLPs) have already been curated so can be trusted as high quality resources linked directly to the Victorian Curriculum 2.0. This leaves the teachers with plenty of time to adapt the lesson for their students and prepare, whether that be resources or upskill through professional learning.

Using the resources on Arc, teachers have access to: lessons, resources and professional learning. Here is an example of what a teacher of Year 2 student might use for their Multiplicative Thinking unit of work.

Professional Learning

Prior to teaching the unit of work, the teacher could upskill in the most up-to-date teaching approaches for Multiplicative Thinking by accessing the Professional Learning on Arc (here). This video provides an in-depth look at explicit teaching strategies used to develop understanding of multiplication and division and build fluency in multiplication and division facts in Mathematics Victorian Lesson Plans (VLPs).

Lesson Sequence

The teacher could then access the Multiplicative Thinking sequence (13 lessons).

These resources are editable, so can be adapted to fit a multi-age classroom and for the adjustments required for the individuals in the class.

These lesson sequences include embedded assessment practices, such as Exit Tickets.

Retrieval Resources

The teacher could also access the Retrieval Resources for Multiplicative thinking. These slides could be used for Daily Review or other retrieval practices.

Samples from the Multiplicative Thinking professional learning

Learn about when to use different representations and why.

Learn about fluency in mathematics.

Learn about how to teach Multiplicative Thinking, including how easy the lesson plans are to follow.

Learn about embedding spaced and interleaved practices using the retrieval resources.

Samples from a Multiplicative Thinking lesson plan

Each of the lessons in the sequence include important components, such as: prior knowledge, links to the Victorian Curriculum 2.0, mathematical vocabulary (linked to the Mathematics Glossary), goals for the lesson and considerations for students having difficulty.

The lessons all follow a clear structure that reflects a gradual release of responsibility.

The lessons include quality teaching practices, including:

use of mini whiteboards to activate prior knowledge
asking non-volunteers or choral answers
using concrete materials to support students
repeated practice
checks for understanding
pair-share routines
guided practice and independent practice
use of games
assessments embedded into the lesson, such as Exit Tickets

Here is a zoom in on some of the aspects of this lesson. To see the full lesson and lesson sequence, check out the Learning tab on the Arc website.

Mathematics 2.0 Curriculum - Pre Foundation

The VCAA has now released the Foundation Level A, B, C & D for the Mathematics 2.0 Curriculum including Level Descriptions, Achievement Standards and Content Descriptors.

Visit the VCAA Website to access these resources and familiarise yourself with the content: https://f10.vcaa.vic.edu.au/learning-areas/mathematics/curriculum.

re(Solve) - website refresh!

"reSolve is a national program designed to promote relevant, rigorous and engaging mathematics from Foundation to Year 10. Resources for classroom use and professional learning are available free to all Australian teachers and are linked through Scootle, the Mathematics Hub and other sources. "

Each lesson is underpinned by the ides of teaching with intent through :

Deep connected learning

Ensure deep connected learning by:

Focusing learning on powerful mathematical ideas that grow in complexity and sophistication across the curriculum.
Building students’ mathematical proficiency.
Supporting students to make connections within mathematics, to other learning areas, and to real world applications.

Learning through inquiry

Engage students in mathematical inquiry as they:

Explore specialised examples of mathematical ideas through meaningful mathematical tasks.
Conjecture and ask questions about what is noticed.
Generalise based on mathematical patterns and relationships noticed.
Justify conjectures and generalisations.
Represent mathematical thinking and understanding using multiple forms.

Learning in community

Create a collaborative learning community to:

Develop classroom taken-as-shared understandings through meaningful mathematical activity.
Orchestrate purposeful mathematical discourse in small groups and as a whole class.

Explore now at https://resolve.edu.au/

Mathematics Lesson Plans

Available on Arc are some of the Mathematics Lesson Plans. These plans include videos, clear sequences, assessments with rubrics, and detailed plans for teachers to follow or adapt. The resources are editable. Below are some examples from one of the sequences, Knowing Numbers for level: Foundation.

Learning difficulties in numeracy

Access information and resources related to learning difficulties in numeracy: Learning difficulties in numeracy (education.vic.gov.au)

Diverse Learners Hub | vic.gov.au (www.vic.gov.au)

Mathematics Curriculum 2.0

Primary Mathematics 2.0 Webinar

Understanding the revisions to the Mathematics learning area - Primary

Secondary Mathematics 2.0 Webinar

Understanding the revisons to the Mathematics learning area - Secondary

Principals and Learning Area Leaders

Key Changes to the Mathematics Curriculum

Principals and Learning Area Leaders

School Leaders' Briefing: An overview of the revisions

Central Highlands Mathematics 2.0 Network

We are developing a network for schools to work together on the implementation of the new Mathematics Curriculum 2.0. This network will provide opportunities to discuss the implementation of the new curriculum with other schools. It will begin meeting in Term 3, 2024.

If you are interested please email alana.jones@education.vic.gov.au

Mathematics curriculum comparison

Teachers will find that the revised Mathematics curriculum streamlines teaching, learning, assessment, and reporting processes. The number of content descriptions in Foundation to Level 10 has reduced from 286 to 257, and they are clearer and easier to understand and sequence. The achievement standards have also been refined and clarified to help teachers assess student learning more effectively.

Comparison Document: For each strand there is a content descriptor, and the "Comment" Column explains the reasons for the changes e.g. clarity, duplication etc. (Snip from the comparison document below).

Levels F–6 revisions

The Probability strand commences at Level 3.

There is greater emphasis on the processes of mathematical modelling and, from Level 3, statistical investigation and conducting repeated chance experiments.

There is a continued focus on computational and algorithmic thinking.

Content has been resequenced to provide students with increased opportunity to consolidate and master key skills.

Play and exploration based content is included across Foundation to Level 2.

Now on ARC

Mathematics 2.0 On-Demand Webinars

Now on ARC

Mathematics Curriculum Companion

Mathematics Teaching Toolkit Map

Mathematics Teaching Toolkit

Fluency in the Mathematics Teaching Toolkit

Mathematics proficiencies: Fluency

Arc has information, resources and videos to support teachers to support students to develop fluency in mathematics. (link)

Fluency Without Fear

Professional learning paper on Arc. (link)

Term 2, 2024

Implementation Timeline

The original timeline published in Term 2 2023 has been updated.

The updated timeline prioritises Mathematics and English so that schools and teachers can focus on the knowledge and skills that underpin numeracy and literacy. Numeracy is to be fully implemented in 2025.

It also gives school leaders and teachers more time to become familiar with the other curriculum areas in 2024 and 2025.

New F-10 Mathematics Version 2.0 Familiarisation Resouces

A range of new resources are available to support the familiarisation and implementation of Mathematics Version 2.0. The resources include:

curriculum area map templates for all levels and examples for Levels 3 and 8
a curriculum area plan template for primary, secondary and whole school (by strand) and examples for Levels F–6 and 7–10
a teaching and learning unit template and examples for Addition, subtraction and inverse (Level 3) and Pythagoras’ theorem and applications (Level 8)
transitional advice about covering content that has moved down a curriculum level (for first year of implementation)
a Mathematics Learning Area Leader Guide
a Mathematics Teacher Guide.

Pages - Mathematics Version 2.0 familiarisation resources (vcaa.vic.edu.au)

DET Resources

Numeracy Improvement Guide for School Leaders

Teaching Mathematics from a Cultural Perspective Monograph

Digital Assessment Library - Numeracy

Mathematics Online Interview

Fractions and Decimals Online Interview

Gender and Mathematics Monograph

Learning Difficulties Information Guide: Numeracy

Birth to Level 10 Numeracy Guide

ABLES

Mathematics Teaching Toolkit

mathematics_ teaching_toolkit_ map(7).pdf

The Mathematics Teaching Toolkit is a great starting point for evidence-based approaches for effective mathematics instruction, learning plans and videos of teaching and learning practices.

Resources and supports in the toolkit have been organised using developmental stages of learning: birth to Level 2, Levels 3 to 8 and Levels 9 and 10.

The toolkit is made up of three key elements:

numeracy for all learners
mathematics teaching resources and supports
maths and numeracy at home.

The Mathematics Teaching Toolkit Map (left) is an interactive document that guides you to all of your mathematics teaching and learning needs.

Learning Sequences

Victorian teachers can access 29 new learning sequences in English and mathematics for levels 5 to 8.

The sequences can help teachers at all levels of experience and expertise to plan engaging and differentiated learning programs, based on the Victorian curriculum.

You can use them on your own, or with colleagues, to meet the learning needs of your students.

The free resources cover 80% of the Victorian curriculum content in English and mathematics at each level. Skilled Victorian government school teachers wrote the sequences in consultation with subject matter experts.

Access the new Learning Sequences here: https://learningsequences.educationapps.vic.gov.au/

Middle Years Maths Challenges

The Middle Years Maths Challenges (MYMC) support student engagement in middle years mathematics (Levels 5-9) and build teacher confidence and capability in teaching with the proficiencies.

There are 15 challenges for each year level, including 2 challenges designed specifically for students below level. Funded by the Victorian Department of Education and Training, the MYMC were written in collaboration with the Mathematical Association of Victoria.

Access the new Maths Challenges here: https://fuse.education.vic.gov.au/Pages/mymc

Mathematics Curriculum Companion

The Mathematics Curriculum Companion is a suite of learning and teaching resources aligned to the Victorian Curriculum for F-10. Resources are organised by strand, sub-strand and level and incorporate the four proficiencies: understanding, fluency, problem solving and reasoning.

You can search the the Mathematics Curriculum Companion resource bank by topic or specific content description codes (for example 'VCMNA108').

Each section of the Mathematics Curriculum Companion has the following sections:

Teaching Context

- To help teachers with content knowledge, teaching advice and strategies

The Victorian Curriculum

- Alignment with the curriculum, Achievement Standards and useful VCAA resources

Online Resources

- Selected resources that link directly to the content area

Teaching Ideas

- A range of teaching ideas you can use in the classroom to support teaching and learning.

Birth to Level 10 Numeracy Guide

The Birth to Level 10 Numeracy Guide is a collection of evidence-based resources, designed to support teachers to build and strengthen their students' numeracy capabilities. The guide includes high-quality, interactive online resources for Victorian educators aligned to the Victorian Curriculum, and examples of numeracy across the curriculum. Within the guide you will find sections that explore numeracy through:

Proficiencies
Numeracy Focus Areas
Examples of High Impact Teaching Strategies (HITS)
Cross curriculum Resources
Numeracy at home - information, advice and activities for families to help their child’s numeracy learning at home
Evidence base - an overview of contemporary research and numeracy practice in Australia

Scaffolding Numeracy in the Middle Years (SNMY)

The Scaffolding Numeracy in the Middle Years resources were developed to scaffold teaching of numeracy and develop multiplicative thinking with students. The extensive resources are grouped under 4 main areas:

Learning and Assessment Framework

The Learning and Assessment Framework for Multiplicative Thinking (LAF) is a hierarchy of key ideas and strategies related to the development of multiplicative thinking. It is organised into eight zones, from initial explorations with concrete materials through to complex multiplicative structures.

Assessment materials

Teachers can use the assessment materials for multiplicative thinking to score and assess their students. Students can then be located and identified against the Learning and Assessment Framework.

Learning plans

Learning plans were developed by teams of teachers working collaboratively across schools and clusters. They were designed to scaffold student learning from one zone of the Learning and Assessment Framework to the next.

Authentic tasks

Authentic tasks were developed by teachers and students at a school level. They are designed to encourage students to find ways of solving rich mathematical tasks themselves, revealing different knowledge and skill sets.

More Multiplicative Thinking assessments and teaching resources can be found on the AAMT website: Growing Mathematically.

Scaffolding Numeracy in the Middle Years introduction video

Click on the video to the left for an introduction to the Scaffolding Numeracy in the Middle Years assessment. This assessment uses rich tasks to assess students understanding and next steps, in relation to the 'big ideas' in Number.

Student sample for Scaffoling Numeracy in the Middle Years Booklet 1

Click on the image to access the work sample.

Presentation Slides

Click on the image above to access the PowerPoint presentation used in the video.

Learning Difficulties in Numeracy

An Information Guide and a series of videos about Maths Learning Difficulties (MLD) created by the Department of Education and Training in collaboration with the University of Melbourne.

Numeracy-Guide(1).pdf

Numeracy and the Brain

Numeracy and the Curriculum

Characteristics of Dyscalculia

Classroom Assessments

Intervention Strategies

Overcoming Mathematics Anxiety

Maths Anxiety Monograph

This research is focused on helping teachers and school leaders gain a better understanding of how mathematics anxiety negatively impacts learning and teaching.

Individuals who consistently experience mathematics anxiety when engaging with mathematics are more likely to avoid mathematics subjects, courses and careers. Therefore, mathematics anxiety is a problem for short-term learning as it compromises performance and a problem for long-term learning as it leads students away from mathematics opportunities and career pathways (Buckley, Reid, Good, Lipp & Thomson, 2016).

This Mathematics Monograph is focussed on helping teachers and school leaders gain a better understanding of:

How mathematics anxiety negatively impacts learning and teaching.
The symptoms, causes and companions of mathematics anxiety.
The difference between reducing mathematics anxiety directly and indirectly.
Strategies that can identify and address mathematics anxiety in students and teachers.

Read more about overcoming Mathematics Anxiety for your students here: Mathematics Anxiety (DET)

Assessment for Common Misunderstandings

Visit the Department website to access the most upto date version of the Assessment for Common Misunderstandings. The documents below have the Assessment for Common Misunderstandings collated into booklets.

Assessment for Common Misunderstandings- Place Value- with Resources.pdf

Assessment for Common Misunderstandings- Partitioning.pdf

Assessment for Common Misunderstandings- Multiplicative Thinking.pdf

Big Ideas in Mathematics

Teaching with the Big Ideas in Mathematics Monograph

The notion of Big Ideas in mathematics education is not new. What are Big Ideas in school mathematics and why are they important? What implications do Big Ideas have for the teaching and learning of mathematics?

– Page 18 of the pdf refers to the PowerPoint

Ensure you have downloaded and refer to the accompanying Big Ideas Provocation (ppt - 6.15mb)

See the Evidence and Research in Numeracy and Mathematics site for more monographs and updated information.

Big Ideas in Number Overview

This video gives an overview of the Big Ideas in Number and is presented by Dianne Siemon.

Big Ideas In Number Overview on Vimeo

VCAA Resources - Mathematics

Numeracy Curriculum Overview

The Mathematics curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, modelling and problem-solving. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently.

The Mathematics curriculum aims to ensure that students:

develop useful mathematical and numeracy skills for everyday life, work and as active and critical citizens in a technological world
see connections and apply mathematical concepts, skills and processes to pose and solve problems in mathematics and in other disciplines and contexts
acquire specialist knowledge and skills in mathematics that provide for further study in the discipline
appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy.

Scope and Sequence

Scope and sequence charts developed to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs of their students.

These charts include the content descriptions and achievement standards. It is advised that these charts are read in conjunction with the introductory materials and the level/band descriptions in the curriculum.

The number of levels represented in each chart varies. Read the naming convention in the links below to assist in selecting the most appropriate chart.

Curriculum Mapping Templates

Mathematics mapping templates have been developed to support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.

Sample Units - Click the link and scroll down to Additional Units

A set of sample programs covering the Victorian Curriculum Mathematics: Foundation – Level 10 have been developed as examples to illustrate how the Mathematics curriculum could be organised into yearly teaching and learning programs based on a selection and sequence of topics covering the three strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability.

Primary Maths

Secondary Maths

Curriculum Area Plans

Learning Progressions Map

The Numeracy Learning Progressions outline a sequence of observable indicators of increasingly sophisticated understanding and skills in 15 key numeracy concepts. They provide all teachers with a comprehensive view of numeracy learning within these key concepts. The progressions can also be used as a tool to facilitate professional learning in numeracy development in Victorian schools. The Numeracy Learning Progressions are not a curriculum and teachers should refer to the Victorian Curriculum: Mathematics for Content Descriptions and Achievement Standards.

Examples of whole-school curriculum plans

The examples offered are indicative of the types of documents schools prepare but are not prescriptive or definitive.

The examples are a resource for schools to:

compare existing documentation to identify strengths, areas for improvement and alternative approaches
adopt these examples
adapt and create their own templates/formats to suit the local contexts

Victorian Academy of Teaching and Leadership Resources

Numeracy Suite

The Numeracy Suite is a selection of professional learning that will assist to lift student outcomes by developing strong leaders who drive whole-school numeracy improvement.

DET Supported Resources

reSolve - Maths by Inquiry

reSolve provides curriculum-aligned teaching resources and professional learning materials to support teachers to promote a spirit of inquiry in school mathematics, from Foundation to Year 10.

Top Drawer Teachers (AAMT)

Top Drawer Teachers provides teachers with a wealth of easy-to-use lesson activities that can be used with minimal preparation. The activities are linked to the Australian Curriculum: Mathematics.

Each drawer is divided into sections, generally:

Big ideas

The big ideas that underpin the mathematics are explored and explained.

Misunderstandings

Some common misunderstandings and their causes are described and analysed. There is teaching advice, and activities, designed to avoid or correct these misunderstandings.

Good teaching

Key content is explained thoroughly. There are suggested teaching approaches and many suitable activities. You will find videos, slide presentations, worksheets, digital learning objects and more.

Assessment

Aspects of assessment are discussed.

Activities

Student activities that appear in other parts of the drawer have been collected here. However, many of the pages contain further suggestions and ideas for other activities.

Downloads

All downloadable files, such as student worksheets, teacher notes, activity templates and video transcripts, are available here.

The Mathematical Association of Victoria (MAV)

Through its programs and services, The Mathematical Association of Victoria (MAV) promotes the Importance of Mathematics to Society.

MAV works with teachers and school leaders to enhance student outcomes in mathematics and numeracy, better preparing students for their personal, professional and civic lives. Their role is to support educators in developing and delivering curriculum and programs that challenge students to become the future of mathematical creativity and innovation. In doing so they develop educator skills in implementation of evidence-based and cutting edge teaching and learning approaches.

MAV is a highly respected, proactive professional association that fosters the promotion of mathematics education.

Access the Mathematical Association of Victoria (MAV) document (right) to learn more about how Maths Warm-ups can be used as part of your everyday practice and fit in to your school's Instructional model.

Successful Warm-Ups MAV.pdf

MAV Virtual Workshops - Webinar Recordings

Differentiating Teaching. One lesson for all! Part 2.

Intervention. Part 1. Prevention is better than cure

Differentiating Teaching: One lesson for all! Part 3 Orchestrating a productive mathematical discussion

Mathematics Assessment Project (MAP)

The Mathematics Assessment Project aims to bring the curriculum to life in a way that will help teachers and their students turn their aspirations into classroom realities.

A Classroom Challenge (CC) is a classroom-ready lesson that supports formative assessment. The CCs help teachers assess and improve students’ understanding of mathematical concepts and skills and their ability to use the “mathematical practices”

There are two types of CCs:

Concept development lessons that are meant to first reveal students’ prior knowledge, then develop students’ understanding of important mathematical ideas, connecting concepts to other mathematical knowledge.
Problem solving lessons are meant to assess, then develop, students’ ability to apply their mathematical knowledge and reasoning in flexible ways to non-routine, unstructured problems – within mathematics and with real world applications

More quick access resources

The list of resources below do not replace the Victorian Curriculum and should only be used to help support the teaching and learning of numeracy concepts in your classroom. Please check each activity and its suitability before implementing in your classroom.