Template - Numeracy and Mathematics Plan
2009-2012
Component
Focus [Prioritised]
Whole School Approach
 Establishing and continually
refining a culture conducive to
school Numeracy and
Mathematics improvement
 Effective use of school resources
 Organisational structures and
processes must be aligned:
performance plans, professional
learning, mathematical elements
Component
Building Leadership Capacity
 Effective leaders identify crucial
elements to school success: how
we teach and what we teach
 Alignment of numeracy and
mathematics leadership: state,
region, network, principal,
numeracy/mathematics
coordinator, staff
 Principals support numeracy and
mathematics improvement
through prioritising professional
learning, allocate sufficient time
to numeracy and mathematics
coordination
 Leaders act as mentors, coaches
and lead learners
Focus [Prioritised]
2010
Resources/ Who/Budgets
How, When?
2010
2011
2012
2011
2012
Action; What [prioritised]
2010
Resources/ Who/Budgets
How, When?
2010
2011
2012
2011
2012
Action; What [prioritised]
Success Measures
Success Measures
Component
Focus [Prioritised]
Building Teacher Capacity
All teachers have
 detailed understanding of how
children learn
 well developed classroom
routines, structure and
management
 the ability to motivate and
engage students using a range
of numeracy and mathematics
practices and strategies

evidence based curriculum and
assessment
Component




Focus [Prioritised]
Effective use of Student Data
Standards and targets are clearly
understood and defined
Data is used to inform teaching
Assessment as, of, for
Monitoring and tracking student
progress at multiple levels.
2010
Resources/ Who/Budgets
How, When?
2010
2010
2011
2012
2011
2012
2011
2012
Action; What [prioritised]
2010
Resources/ Who/Budgets
How, When?
2010
2010
2011
2012
2011
2012
2011
2012
Action; What [prioritised]
Student Intervention
2010
Resources/ Who/Budgets
How, When?
2010
support staff
 Intensive individual assistance for
short periods of time.
2011
2012
2011
2012
Component
 Targeted small group intervention
 Effective use and training of
Focus [Prioritised]
Success Measures
Action; What [prioritised]
Success Measures
Success Measures
2010
2011
2012
Component
Partnerships with Schools and
Communities
 Linking school, home and
community
Forming partnerships with
educational stakeholders
Focus [Prioritised]
2010
Resources/ Who/Budgets
How, When?
2010
2010
2011
2012
2011
2012
2011
2012
Action; What [prioritised]
Success Measures
Part 5 Loddon Mallee Numeracy and Mathematics - Implementation Guide for Building Student Capacity
Key Components
Whole School Approach
Building Leadership
Capacity
Building Teacher Capacity
Could be demonstrated by:
[Reference: DEECD- The Effective Schools Model]
 A shared vision and set of goals which articulates why numeracy and mathematics is important for all students
 A co-ordinated whole school approach to numeracy and mathematics intervention
 Providing evidence of numeracy in an interdisciplinary context
 Providing evidence that there is understanding of the nature of mathematics, in order to determine what is taught, and to
ensure that exclusion of some students does not occur
 Provision of resources and professional learning in order to support purposeful teaching contexts, team teaching and
collaborative opportunities to report on student progress
Questions for school leaders:
 How can you assist the school community to formulate an appropriate vision and set of goals in order to improve numeracy and
mathematics for students?
 How can numeracy and mathematics intervention most effectively embedded in the school programs?
Questions for teachers:
 What opportunities can I create to help develop a vision and set of goals that focus on improving numeracy and mathematics outcomes
for students?
 Having leadership teams which promote curriculum planning that is designed to improve student numeracy and mathematics
 Ensuring leadership involvement in and knowledge of what is happening in classrooms
 Evidence of high expectations for students and attributes of high quality teaching
Questions for school leaders:
 How is your staff’s professional learning which focuses on numeracy and mathematics addressed in the Strategic Plan [and Annual
Implementation Plan]?
 What professional learning teams need to be established in the school to strengthen understanding to support numeracy and
mathematics?
 What professional learning support will contribute to a teachers’ learning and student achievement in numeracy and mathematics?
Questions for teachers:
 What teaching can I share with colleagues to improve their understanding about effective numeracy and mathematics teaching and
learning?
 What do I need to know more about to build my capacity to support teachers’ numeracy and mathematics teaching and learning?
 Teachers having classroom structures, routines and tools to deliver differentiated instruction and focussed daily teaching
 Teachers knowing, in a precise way the strengths and weaknesses of each student at the point of instruction through accurate
formative assessment
 Providing opportunities for all staff to develop knowledge and skills in using multiple data sets to plan for purposeful teaching
of numeracy
Effective use of data
Student Intervention
Questions for school leaders:
 What arrangements need to be made to enable effective intervention support in numeracy and mathematics to occur?
 Is consideration given to the need for the teaching of numeracy and the needs of the students?
Questions for teachers:
 How important is my own attitude towards numeracy and mathematics in building student capacity?
 What do we need to know about students’ numeracy practices to scaffold students’ numeracy and mathematics learning?
 What might focussed, structured and sequenced sessions look like for my students in numeracy and mathematics
 How can I embed ICT into my teaching practice?
 Interpretation and use of data to inform instruction through assessment for and of learning.
 A differentiated curriculum that is the responsibility of all staff.
Questions for school leaders:
 How can we share data with staff in a meaningful way?
 To what extent do the school’s policies and practices emphasise the importance of improving numeracy and mathematics outcomes
through the use of data?
Questions for teachers:
 What data is informative, and how do I interpret and use the data to improve my instruction?
 How can I effectively use ‘student voice’ and data to inform and evaluate my teaching practice?
 Evidence of teachers knowing the appropriate instructional responses and in particular which instructional strategies to use,
and when.
 Evidence of differentiated curriculum
 Evidence of students applying mathematical knowledge to solve problems
 Evidence that students are challenged at an appropriate level of readiness, interests and learning profiles
Questions for school leaders:
 How can numeracy and mathematics intervention support, be best coordinated in our school?
 Is regular and sustained support and feedback provided to teachers and students?
 Are approaches to assessment and evaluation of students’ work for purposes of building student capacity regularly reviewed?
Questions for teachers:
 What strategies do I use to support and challenge?
 What types of questions can I use as a mechanism for scaffolding instruction and endeavour in numeracy and mathematics?
Partnerships for Schools
and Communities
 Involving parents with shared responsibility of the student Numeracy program

Ensuring that strategies are in place for to become familiar with students’ prior school experience and significant life events
Questions for school leaders:



How can we work with staff, parents and students to develop a shared language and common understanding for talking about,
monitoring and evaluating students’ progress in Numeracy and Mathematics?
What is the shared language that you and your teaching colleagues have about numeracy and mathematics learning?
What strategies do you use to ensure that your students take responsibility for working and articulating mathematically?