Numeracy

The numeracy program within the College is differentiated and tailored to students’ diverse needs.

Students in years 7-10 participate in the ‘Maths Pathways’ program which identifies their strengths and weaknesses and enables students to work at their individual point of need. This allows for more personalised and targeted interactions between staff and students.

At years 7-8, students complete a weekly Problem-Solving class – with the ultimate goal in building the metacognitive processes of working with mathematics. In year 7, students are explicitly taught a structured process that requires them to interpret, analyse and solve worded problems. In year 8, students start to tackle the real-life problems that exist in our day-to-day lives and how mathematics can be applied to solve these problems. At both levels have the opportunity to work individually or as a group and discover the process of being a better learner. By setting goals and exploring their dispositions towards mathematics, they increase their chances of becoming lifelong learners for the future.

Rich tasks are embedded within our scope and sequence at year 7-10, allowing for a low floor-high ceiling approach where students can explore the wonder of mathematics.

At a year 9 and 10 level, students can focus on studying the mathematics that they will need for the future. Options at a year 9 and 10 level focus on General and Methods pathways and there is an additional option in year 10 that allows students to focus on everyday skills.

Students also have the opportunity to build numeracy skills across our practical subjects. Technology, art and P.E build the reinforce the mathematical skills taught, specific to these areas – highlighting the relevance and the importance of learning mathematics across disciplines.

At VCE level students can choose subjects that are suitable for their own pathways. Options available are VCE Vocational Major Numeracy or VCE Foundation, General, Mathematical methods or Specialist maths.

All of our programs are evidence informed and help to identify the learning needs of students that enable them to engage with mathematical concepts at their own level. This leads to improved learning and outcomes for our students.