Reasoning-Fluency-Understanding-Problem Solving


We aim to ensure that students develop useful mathematical skills for everyday life. We want students to see connections and apply concepts, skills and processes to pose and solve problems in a range of contexts. Most importantly, students need to develop a love for Mathematics.

The Mathematician's Workshop

We believe that all students need to experience high-quality teaching to ensure maximum learning. The Mathematician’s workshop model is based on high impact teaching strategies. 

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Let's talk about Maths!

We know that through dicusssion students conceptual understanding becomes stronger. Out classrooms are environments where studetns and teachers talk to each other about ideas –

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Some common questions asked in our classrooms are:

Why did I choose this method?

Does it work with other cases?

How is the method similar or different to methods other people used?

Are there any other ways to solve this problem? 

Essential Assessment

Rigorous and continuous assessment underpins all of the work we do. Our practice involves the provision of effective feedback to students and active involvement of students in their own learning.

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All teachers use assessment to make adjustments to teaching. At Bourchier we recognise the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning, the need for students to be able to assess themselves and understand how to improve is an essential component of our assessment practices. 

Developing Passion

We want to ignite a passion for mathematics. We work hard to make sure all students re engaged in practical, hands on tasks that they genuinely care about and help engage them in the mathemaitcs. 

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Real World Contexts

We want our students to be able to apply their learning and their own daily lives and through rich, authentic learning experiences we help learners see how learning mathematics can help them better understand thier world. 

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Growth Mindset

We know that what students believe about their own mathematical ability can have a huge impact on learning. We work hard to make sure everyone sees themsleves as mathematicians!

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We want all students to believe:
Everyone can do well in math.
Mathematics problems can be solved with many different insights and methods.
Mistakes are valuable, they encourage brain growth and learning.
Mathematics will help them in their lives, not because they will see the same types of problems in the real world but because they are learning to think quantitatively and abstractly and developing an inquiry
relationship with math.

Developing Proficiency

The inclusion of the proficiencies of understanding, fluency, problem-solving and reasoning in the curriculum is to ensure that student learning and student independence are at the centre of the curriculum.

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We focus on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, and problem-solving skills. These proficiencies enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Please have a look at teh video below for an introduction into each of the mathematical proficincies.

Numeracy Articles

What is all this data about?

How many times do wash your hands in a day? How many biscuits do you eat? How many minutes do you exercise? You might never thought about these questions but our junior school have! They have been very busy counting, recording and displaying information (or data)...

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Keep those comments coming!

Keep those comments coming!

In the last week our school reached a significant milestone, we reached over 100,000 total submissions on Seesaw. During our remote learning periods this year we have averaged around 10,000 pieces of work being submitted each week. While these numbers are mind...

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Work it! How worked examples can prevent overload!

Work it! How worked examples can prevent overload!

Our year long focus on High Impact Teaching Strategies will continue with an in depth look at worked Examples. A key component of a teacher's repertoire a worked example demonstrates the steps required to complete a task or solve a problem. By scaffolding the...

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Around the Grounds…

Around the Grounds…

From the small and narrow SCG, to the slick Etihad and finishing with the grand MCG, today we went 'around the grounds' with Andrea Hillbrick.  An immeasurably practical session full of ideas that will help bring high levels of...

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Assessment (The essential kind!)

This afternoon's professional Learning session is all around a new assessment tool that is available to teachers at our school. Essential Assessment is a whole school formative and summative assessment solution. After introducing Essential Assessment we will be...

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Don’t go anywhere…without an exit slip!

Today's presentation was all about exit slips in mathematics. A lot of today's session was based on the work by John Hattie in his recent book 'Visible Learning in Mathematics'. In the text he describes many examples of exit slips being an excellent way of assessing...

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Starting the year with a growth mindset!

We were very fortunate to be able to start the year with a wonderful couple of days of professional Learning at Lancemore Hill. It was great to be able share the start of the year with everyone in a nice setting! Andrea Hillbrick started her work with a session on...

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What’s your problem?

The upcoming Numeracy staff meeting will be on... Authentic Open ended Real life Numeracy Learning Problem Tasks and associated Tasks or AORNLPTT MJT buddy break-up. At the end of the term we will be having a pizza party break-up with JNR. You will be able to choose...

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Don’t mess with big numbers!

After analyzing some pre-tests particularly subtraction ones The maths team was able to identify some gaps in the learning in regards to place value. Patty brought up some valuable points that we should take away. 1.We don't borrow numbers, we rename them! 2. Don't...

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Attention Global2 users: Department-funding for Global2 is being discontinued.

The Department of Education and Training will not be funding the use of Global2 past the end of the current contract on 31st of December 2020.

Please refer to FUSE for further details on the discontinuation of funding and transition options available for schools.