Teachers at Marnebek use a variety of Mathematics programs designed to target a student’s individual point of development. Marnebek uses evidence-based practice programs developed in Victoria, Australia as well as internationally. The academic program in Marnebek School adheres to the belief that all students have a right to an education and all students will flourish with a comprehensive and strategic approach to support their individual learning needs. Our teachers follow differentiated teaching and learning strategies to tailor their methods effectively to reach every student, giving all students the opportunity to succeed in the Victorian Curriculum: Mathematics and Victorian Certificate of Applied Learning (VCAL).

Teachers at Marnebek provide meaningful learning to students to develop the proficiencies of Understanding, Fluency, Problem Solving and Reasoning that are fundamental to learning mathematics. These four proficiencies are applied across all three strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability that they will draw on life skills in working mathematically in meaningful contexts.

The Mathematics curriculum at Marnebek is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs of our students. These charts include the content descriptions from the Victorian Curriculum. Every student is provided an individualised learning plan with three specific goals for Mathematics every semester, based on their current level of proficiencies in numeracy to address their needs and extend the learning.

The teaching and learning cycle at Marnebek follows the Pedagogical Model of Diagnose, Intervene and Evaluate. At Marnebek it is expected that teachers use pre-assessments to inform their goal writing and subsequent teaching programs. Ongoing assessment is then expected throughout program delivery with summative assessment informing progression and report writing. The teaching cycle supports flexible teaching practice to allow for adjustments to student programs and individual successes.