At Portarlington Primary School, we are committed to delivering high-quality, explicit and systematic mathematics instruction. Our approach is grounded in evidence-based practices designed to ensure all students develop a deep understanding of mathematical concepts and processes.
Our curriculum is aligned with the Victorian Curriculum 2.0 and provides a clear and structured pathway through the mathematical content.
Mathematics is taught daily across all levels, beginning each session with a structured daily review. This component is central to our approach and serves as a powerful tool for retrieval practice, helping students revisit and reinforce prior learning so it becomes embedded in long-term memory.
During daily review, students engage in short, focused activities that revisit key vocabulary, concepts, and mathematical processes. This time is highly interactive, encouraging students to think, talk, and explain their understanding, developing fluency and strengthening their conceptual grasp.
Following the daily review, teachers introduce new content using the principles of explicit instruction. New learning is broken down into manageable chunks, with teachers providing clear explanations, step-by-step modelling, and opportunities for questioning to ensure clarity and understanding.
Students then move into guided practice, where they apply the new learning under close teacher support. This stage helps build student confidence and fluency, ensuring they are secure before progressing further.
Once students demonstrate understanding and readiness, they move into independent practice. Here, they consolidate their skills, deepen their understanding, and work toward developing mastery, fluency and automaticity in their mathematical thinking.
This structured and consistent approach ensures that all students are supported to achieve success in mathematics. Through regular review, explicit teaching, and carefully scaffolded practice, our students build confidence, competence, and a strong foundation for future learning.
