Planning your program


Foundation, Year 1 and Year 2

For each topic we follow a similar three-lesson format within the student Thinking Journals:

  1. Novel problem – this is an experiment to introduce unfamiliar mathematics.
  2. Application question – this applies the new learning to a real-life situation.
  3. Extension problems – manipulation and backwards problems extend the concept to new areas and push high-achievers to think hard.

You are expected to:

  • Do some of your own explicit teaching following lesson 1, including practice questions
  • Make sure that you regularly revise other curriculum areas.

To help out, we provide:

  • A suggested work program, with around 50% of your maths lessons for the year, developmentally sequenced to have the best chance of retention.
  • Fluency tasks to help build your students’ skills.
  • Extension tasks to build problem-solving and reasoning.
  • Assessment criteria for each semester.
  • Moderation tasks to help calibrate your grading for the Proficiency Strands.
  • Differentiation suggestions for at least 3 year levels for each problem.

Years 3-7

For years 3-7 a developmental sequence is provided for each topic within the Australian Curriculum. Each sequence contains:

  • Journal Problems – experimental lessons to introduce new topics or significantly extend student thinking.
  • Blast Activities – connection lessons to help formalise mathematics.

We provide:

  • Lesson plans, assessment criteria, moderation tasks and investigations.
  • A suggested work program for each year level using around 50% of your teaching time.
  • Additional fluency tasks to help build skills.
  • Additional extension tasks that should take students a couple of weeks of independent work.
  • Differentiation suggestions across at least 4 year levels for each journal problem.

You are expected to:

  • Do some of your own explicit teaching following lesson 1, including practice questions
  • Make sure that you regularly revise other curriculum areas.

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