Numeracy

Numeracy

At Bimbadeen Heights Primary School, we use two main instructional models in Mathematics: the Workshop Model and the Launch, Explore, Summarise Model. These models are carefully chosen to suit different learning goals and provide our students with varied, meaningful opportunities to engage with maths. Whether we’re focusing on explicit teaching or encouraging inquiry, these models ensure every child has the chance to develop confidence, deepen their understanding, and enjoy success in mathematics. Here’s a brief look at when and why each model is used, and how teachers and students work together within each approach.

Workshop Model

The Workshop Model is ideal for lessons that require explicit teaching of new skills or concepts. Teachers begin with a short Hook to capture student interest and engagement and then transition to a Mini Lesson where they introduce the topic, demonstrate strategies, and model examples. Students then engage in Work Time, where they practise these strategies with teacher support. There is a Catch phase, providing a checkpoint for understanding before continuing. The lesson concludes with Reflection, where students share their strategies and discuss their learning.

• Teacher’s Role: The teacher provides clear, direct instruction at the start and
  checks in with students during work time to guide and support them.
• Student’s Role: Students listen and observe in the mini lesson, then actively
  practise and apply their learning, reflecting on their progress by the end of the
  session.

Launch, Explore, Summarise Model

In this model, lessons are designed to encourage inquiry and discovery. The teacher starts with a Launch, where they present an open-ended task and connect it to prior knowledge. During the Explore phase, students work independently or in groups to solve the problem, using different strategies and ideas. The lesson ends with Summarise, where students share their solutions, and the teacher highlights key learning points.

• The teacher introduces the task and observes students during the explore phase, stepping in to support or extend as needed.
• Students take ownership of their learning, collaborating, trying out strategies, and sharing insights with peers at the end.

Small Group Instruction in Mathematics

Small Group Instruction is used when students need tailored support or extension on a particular skill. In small groups, students work closely with the teacher or peers on tasks that match their level of understanding. These groups can be structured as:

• Teacher-Led Groups for guided support,
• Peer Collaboration Groups for teamwork and communication,
• Ability-Based Groups to match students with similar needs, and
• Mixed-Ability Groups to encourage diverse thinking.
• The teacher adapts instruction to each group’s needs, providing focused attention, feedback, and support.
• Students engage actively in smaller settings, asking questions, discussing ideas, and building skills with direct guidance.

Each model offers unique benefits, and teachers select the best approach based on the lesson objectives and the learning needs of the students. Together, these models create a balanced maths program that supports every child’s growth in a structured, engaging, and supportive way.