Explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit instruction because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures” (Archer & Hughes, 2011, p. 1). We use explicit instruction synonymously with direct instruction to refer to instruction that incorporates the following teaching behaviours: logical sequencing (i.e., lessons build on one another), review of previous content, teacher-directed presentation and modelling, guided and repeated practice with specific feedback, independent practice by learners, curriculum-based assessments, and periodic review. https://www.ldaustralia.org/research-papers/explicit-instruction-in-math/
We believe that students learn best through hands-on, real-life problem solving, supported by the development of increasingly sophisticated skills, language and understanding of number and algebra, measurement and geometry, and statistics and probability concepts. We believe that students engage in Mathematics at St Bernard’s to develop the ability to apply numeracy skills to all aspects of their lives.
Mathematics involves the study of Number and Algebra, Statistics and Probability and Measurement and Geometry. At St Bernard’s we follow a low variance curriculum developed by Catholic Education Canberra Goulburn when teaching Mathematics. Opportunities for extension Maths are offered to Years 4-6 students.