Our consultants can provide schools with the mathematical knowledge and resources required for teaching mathematics and numeracy. We offer a range of numeracy resources, activities, programs, and professional development for the school, all of which are based on current educational research. We aim to support teachers, school leaders, and the wider school community.
Our experienced consultants can help schools plan for effective mathematics programs, implement effective numeracy instruction, and explore a range of mathematics pedagogies for primary and secondary levels. This can be catered to your school’s needs.
For Primary Schools
Our support includes:
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Coaching which includes modelled lessons, observations, and teacher reflection.
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Demonstrations of effective teaching practices and models for instructions which reflect a constructivist view of learning such as:
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Whole class explicit instruction which includes modelling, thinking aloud, number talks and questioning.
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The implementation of the ten Numeracy High Impact Teaching strategies.
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Challenging students through rich and purposeful tasks which encourages mathematical problem solving and thinking.
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Demonstrations of teaching practices for individual students and small instructional groups including differentiated groups (enabling and extending students) and numeracy conferences.
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Demonstrations of teaching practices which incorporate the four mathematical proficiencies.
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Advice and support in the development of classroom numeracy walls and numeracy trolleys.
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Advice and support in developing programs to encourage numeracy at home through family maths nights, numeracy challenges, independent learning plans for mathematics, and using literature to explore mathematics.
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Advice and support in the development of planning documentation such as the development of school scope and sequences, units of work and weekly programs.
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Leading whole school professional development and team PLC meetings.
For Secondary Schools
Our support includes:·
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Supporting teachers to assist students to develop the knowledge and skills used to understand, interpret, reason, create, represent, and translate ideas across various areas of the curriculum.
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Demonstrations of effective teaching practices and models for instructions which reflect a constructivist view of learning such as, explicit instruction, problem-based learning, mathematical discourse, and mathematical inquiry.
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Supporting teachers to teach and understand the processes, knowledge and skills required when engaging in mathematical thinking, mathematical problem solving, and mathematical reflection.
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Supporting Mathematics teachers in understanding the difference between instrumental and relational understanding and understanding the impact of text-book routine exercises and genuine mathematical rich tasks.
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Advice and support to ensure effective implementation of mathematical talk, reflection processes, and maths walls.
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Supporting teachers to create and use developmental rubrics to make learning visible to students and create opportunities for feedback at students point of need.
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Leading whole school professional development and team PLC meetings.
