‘Cut the fluff': Fixing primary school maths one problem at a time
Templestowe Heights Primary School principal Rhys Coulson's motivation to overhaul the way his school taught maths came from his son.
'I wanted to avoid my own children struggling when they started primary school,' he said.
About a year and a half ago, the school shifted to a model called systematic maths teaching. The results were dramatic, leading not only to an improvement in the school's NAPLAN results – which are now well above average in year 3 and 5 – but to a much more positive attitude among students.
'Children are really confident in mathematics now,' Coulson said. 'Because of that success, it's giving them motivation. The feedback we also get from parents is they can't believe what their child is now learning in mathematics.'
A Grattan Institute report says school principals should act immediately to raise primary school maths proficiency. The report offers a step-by-step guide to a systematic and whole-of-school explicit teaching approach.
'Australia has a maths problem, and it starts in primary school,' says Grattan Institute education program director and report lead Jordana Hunter. 'Principals do not need to wait for others to act.'
Explicit maths instruction
Introduce new material in small chunks with clear, bite-sized learning intentions (eg 'We are learning to share equally between four groups').
Use precise mathematical vocabulary.
Provide immediate feedback so students know if they are succeeding. Universal response mechanisms – such as mini whiteboards – can be helpful here.
Show non-standard examples and non-examples to aid your explanation.
Give students partially completed problems or problem pairs as a way of gradually reducing the amount of guidance.
Identify and address misconceptions
Systematic maths instruction includes explicit teaching, practising mathematical fluency, and applying what they know. It also aims to build maths knowledge and skills into students' long-term memory so it's easier to solve harder problems.
Explicit teaching is a step-by-step teaching approach focusing on clearly explaining mathematical concepts, modelling problem-solving processes, giving students the chance to practice and giving immediate feedback.
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The Australian
2 days ago
- The Australian
Ormiston College, Qld
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The Advertiser
13-06-2025
- The Advertiser
'I didn't see the point': why more Aussie students are leaving school early
Riley Valentine has never regretted leaving school early. She now works full time in a childcare centre looking after and educating three- and four-year-olds, something she knew from early high school was her career path. Ms Valentine, 21, left school at the end of year 11 and got her qualifications at TAFE in Sydney. "Me sitting through things that don't interest me at all - I didn't see the point to follow through if I knew what I wanted to do," she said. "It was easier access [than university] in the way that I could get in and do it earlier." Ms Valentine is not alone. More than 20 per cent of all Australian students drop out before the end of year 12 - and the rate is higher at government schools where one in four don't finish. The proportion of children completing high school has been steadily declining in Australia over the past 10 years, with some variation, according to the latest Productivity Commission Report on Government Services. In 2017, the retention rate for full time students in years 10 to 12 was 83.3 per cent. By 2024, that had dropped to 79.9 per cent. The same year the retention rate at public schools was 74.3 per cent, down from 79.8 per cent seven years earlier, although a slight increase since 2023. The head of research and advocacy at The Smith Family, Anne Hampshire, said there were two groups of early leavers and the first had positive post-school experiences, with a clear career pathway through apprenticeships and other vocational training. The second group was more cause for concern. "What's happening to them is they're being pushed out of school, in inverted commas, for a range of reasons. "And that could be they've had poor literacy and numeracy, they're not doing very well academically; they start to fall behind, they can't catch up," she said. They could even be bullied, have mental health problems, complex home lives - or a combination of these. "Some of them, they can't see the purpose in completing year 12," Ms Hampshire said. "And so, for them, they end up drifting out of school by these much more negative factors." Ms Hampshire said there was a strong link between finishing year 12 and positive work and study outcomes post-school. "Their engagement in post-school employment, education, training is much more precarious and uncertain, which is not good for them individually, but it's also not good for us as a nation," she said. Having ready access to dedicated careers advice in school was increasingly important as the skills needed for jobs became more sophisticated in a rapidly-changing, knowledge-based economy. "Many young people across the country aren't getting that high quality career support," Ms Hampshire said. "They might have one careers advisor for a large school of 1200 students." Efforts to lift literacy and numeracy levels at a primary school level were also crucial after the latest NAPLAN results showed about one in three students fell short of basic standards. And Ms Hampshire said children from poorer backgrounds and regional areas needed additional assistance to stay in school. But for Riley Valentine, there are no regrets - and even her parents eventually warmed to the idea of her quitting school in favour of TAFE. "At the start, because I mentioned it very early, they weren't on board with it," Ms Valentine said. "But later down the track, I think they realised how much I actually didn't belong in school, or they realised how much I wanted to do other things." Riley Valentine has never regretted leaving school early. She now works full time in a childcare centre looking after and educating three- and four-year-olds, something she knew from early high school was her career path. Ms Valentine, 21, left school at the end of year 11 and got her qualifications at TAFE in Sydney. "Me sitting through things that don't interest me at all - I didn't see the point to follow through if I knew what I wanted to do," she said. "It was easier access [than university] in the way that I could get in and do it earlier." Ms Valentine is not alone. More than 20 per cent of all Australian students drop out before the end of year 12 - and the rate is higher at government schools where one in four don't finish. The proportion of children completing high school has been steadily declining in Australia over the past 10 years, with some variation, according to the latest Productivity Commission Report on Government Services. In 2017, the retention rate for full time students in years 10 to 12 was 83.3 per cent. By 2024, that had dropped to 79.9 per cent. The same year the retention rate at public schools was 74.3 per cent, down from 79.8 per cent seven years earlier, although a slight increase since 2023. The head of research and advocacy at The Smith Family, Anne Hampshire, said there were two groups of early leavers and the first had positive post-school experiences, with a clear career pathway through apprenticeships and other vocational training. The second group was more cause for concern. "What's happening to them is they're being pushed out of school, in inverted commas, for a range of reasons. "And that could be they've had poor literacy and numeracy, they're not doing very well academically; they start to fall behind, they can't catch up," she said. They could even be bullied, have mental health problems, complex home lives - or a combination of these. "Some of them, they can't see the purpose in completing year 12," Ms Hampshire said. "And so, for them, they end up drifting out of school by these much more negative factors." Ms Hampshire said there was a strong link between finishing year 12 and positive work and study outcomes post-school. "Their engagement in post-school employment, education, training is much more precarious and uncertain, which is not good for them individually, but it's also not good for us as a nation," she said. Having ready access to dedicated careers advice in school was increasingly important as the skills needed for jobs became more sophisticated in a rapidly-changing, knowledge-based economy. "Many young people across the country aren't getting that high quality career support," Ms Hampshire said. "They might have one careers advisor for a large school of 1200 students." Efforts to lift literacy and numeracy levels at a primary school level were also crucial after the latest NAPLAN results showed about one in three students fell short of basic standards. And Ms Hampshire said children from poorer backgrounds and regional areas needed additional assistance to stay in school. But for Riley Valentine, there are no regrets - and even her parents eventually warmed to the idea of her quitting school in favour of TAFE. "At the start, because I mentioned it very early, they weren't on board with it," Ms Valentine said. "But later down the track, I think they realised how much I actually didn't belong in school, or they realised how much I wanted to do other things." Riley Valentine has never regretted leaving school early. She now works full time in a childcare centre looking after and educating three- and four-year-olds, something she knew from early high school was her career path. Ms Valentine, 21, left school at the end of year 11 and got her qualifications at TAFE in Sydney. "Me sitting through things that don't interest me at all - I didn't see the point to follow through if I knew what I wanted to do," she said. "It was easier access [than university] in the way that I could get in and do it earlier." Ms Valentine is not alone. More than 20 per cent of all Australian students drop out before the end of year 12 - and the rate is higher at government schools where one in four don't finish. The proportion of children completing high school has been steadily declining in Australia over the past 10 years, with some variation, according to the latest Productivity Commission Report on Government Services. In 2017, the retention rate for full time students in years 10 to 12 was 83.3 per cent. By 2024, that had dropped to 79.9 per cent. The same year the retention rate at public schools was 74.3 per cent, down from 79.8 per cent seven years earlier, although a slight increase since 2023. The head of research and advocacy at The Smith Family, Anne Hampshire, said there were two groups of early leavers and the first had positive post-school experiences, with a clear career pathway through apprenticeships and other vocational training. The second group was more cause for concern. "What's happening to them is they're being pushed out of school, in inverted commas, for a range of reasons. "And that could be they've had poor literacy and numeracy, they're not doing very well academically; they start to fall behind, they can't catch up," she said. They could even be bullied, have mental health problems, complex home lives - or a combination of these. "Some of them, they can't see the purpose in completing year 12," Ms Hampshire said. "And so, for them, they end up drifting out of school by these much more negative factors." Ms Hampshire said there was a strong link between finishing year 12 and positive work and study outcomes post-school. "Their engagement in post-school employment, education, training is much more precarious and uncertain, which is not good for them individually, but it's also not good for us as a nation," she said. Having ready access to dedicated careers advice in school was increasingly important as the skills needed for jobs became more sophisticated in a rapidly-changing, knowledge-based economy. "Many young people across the country aren't getting that high quality career support," Ms Hampshire said. "They might have one careers advisor for a large school of 1200 students." Efforts to lift literacy and numeracy levels at a primary school level were also crucial after the latest NAPLAN results showed about one in three students fell short of basic standards. And Ms Hampshire said children from poorer backgrounds and regional areas needed additional assistance to stay in school. But for Riley Valentine, there are no regrets - and even her parents eventually warmed to the idea of her quitting school in favour of TAFE. "At the start, because I mentioned it very early, they weren't on board with it," Ms Valentine said. "But later down the track, I think they realised how much I actually didn't belong in school, or they realised how much I wanted to do other things." Riley Valentine has never regretted leaving school early. She now works full time in a childcare centre looking after and educating three- and four-year-olds, something she knew from early high school was her career path. Ms Valentine, 21, left school at the end of year 11 and got her qualifications at TAFE in Sydney. "Me sitting through things that don't interest me at all - I didn't see the point to follow through if I knew what I wanted to do," she said. "It was easier access [than university] in the way that I could get in and do it earlier." Ms Valentine is not alone. More than 20 per cent of all Australian students drop out before the end of year 12 - and the rate is higher at government schools where one in four don't finish. The proportion of children completing high school has been steadily declining in Australia over the past 10 years, with some variation, according to the latest Productivity Commission Report on Government Services. In 2017, the retention rate for full time students in years 10 to 12 was 83.3 per cent. By 2024, that had dropped to 79.9 per cent. The same year the retention rate at public schools was 74.3 per cent, down from 79.8 per cent seven years earlier, although a slight increase since 2023. The head of research and advocacy at The Smith Family, Anne Hampshire, said there were two groups of early leavers and the first had positive post-school experiences, with a clear career pathway through apprenticeships and other vocational training. The second group was more cause for concern. "What's happening to them is they're being pushed out of school, in inverted commas, for a range of reasons. "And that could be they've had poor literacy and numeracy, they're not doing very well academically; they start to fall behind, they can't catch up," she said. They could even be bullied, have mental health problems, complex home lives - or a combination of these. "Some of them, they can't see the purpose in completing year 12," Ms Hampshire said. "And so, for them, they end up drifting out of school by these much more negative factors." Ms Hampshire said there was a strong link between finishing year 12 and positive work and study outcomes post-school. "Their engagement in post-school employment, education, training is much more precarious and uncertain, which is not good for them individually, but it's also not good for us as a nation," she said. Having ready access to dedicated careers advice in school was increasingly important as the skills needed for jobs became more sophisticated in a rapidly-changing, knowledge-based economy. "Many young people across the country aren't getting that high quality career support," Ms Hampshire said. "They might have one careers advisor for a large school of 1200 students." Efforts to lift literacy and numeracy levels at a primary school level were also crucial after the latest NAPLAN results showed about one in three students fell short of basic standards. And Ms Hampshire said children from poorer backgrounds and regional areas needed additional assistance to stay in school. But for Riley Valentine, there are no regrets - and even her parents eventually warmed to the idea of her quitting school in favour of TAFE. "At the start, because I mentioned it very early, they weren't on board with it," Ms Valentine said. "But later down the track, I think they realised how much I actually didn't belong in school, or they realised how much I wanted to do other things."
ABC News
12-06-2025
- ABC News
A systematic maths approach could unlock stronger results across primary schools
When Nathan Forbes took on the role of principal at Budgewoi Public School in 2020, he recognised an opportunity to enhance the school's maths program. The school had room for improvement in maths results, with Nathan observing a diverse range of teaching approaches among staff, including discovery and games-based teaching strategies. Fast-forward five short years and a lot has changed. Teachers take a systematic approach to teaching maths, following a common lesson sequence from Foundation to Year 6 and explicitly teaching new content to students. Now, there's no guess work about what maths topics to teach or how, and lessons are fast-paced as kids have no time to waste. It's paying off. While there's still plenty left to work on, students and teachers have made great strides. Budgewoi's 2024 NAPLAN numeracy results improved from 2023, with Year 3 students performing well above students in similar schools. The question is: what's holding other schools back from doing the same thing? Budgewoi's journey shows us how challenging it is to lead school improvement, and why state governments need to invest in the kind of shoulder-to-shoulder support principals need. The challenge of school improvement Budgewoi serves a community with many families experiencing socio-economic disadvantage, including many Indigenous households. When Nathan arrived in 2020, he found a school deeply committed to student wellbeing but lacking focus on learning outcomes. 'I gained the sense that student learning outcomes were not the focus,' Nathan told us when we visited the school as part of the research for our report, How to implement great maths teaching in primary schools: a guide for principals. 'I developed the view that if we raised expectations of ourselves and our students, we were capable of much better results,' Nathan said. The transition wasn't easy. Some teachers initially resisted the shift to a systematic maths approach, where content was sequenced lesson by lesson and new content was taught explicitly — that is, in small chunks, with teachers providing whole-class explanations, lots of opportunities for practice and immediate feedback, before students work independently. Some teachers regarded it as 'really regimented, like the army'. Nathan said he had to build understanding about the cognitive science behind the approach, so staff understood that 'we're not doing it because other schools do. We're doing it because it's based on science and helps students to learn. Once teachers have the why, you can get into the what and how.' A turning point came when Nathan recruited two experienced maths leaders with expertise in explicit instruction — a decision he described as the best he ever made. These specialists helped refocus the school's approach, introducing structured training sessions and establishing observation and coaching cycles. They also implemented a new assessment schedule in maths, with quarterly 'data weeks' where staff analysed students' results to understand the impact of their teaching methods. Leaning on other schools for help Amy Haywood is the deputy program director of the education program at the Grattan Institute and co-author of the The Maths Guarantee report. ( Supplied: Amy Haywood ) Budgewoi didn't do this work alone. Its instructional vision was inspired by visits to three nearby Hunter Region public schools — Blue Haven, Charlestown South and The Entrance (which was just one year ahead in its implementation journey) — where systematic maths teaching had proven effective. These schools teamed up, developing a common set of sequenced and detailed lessons plans, which Budgewoi has now adopted. Nathan said the materials supported high-quality teaching while alleviating much of teachers' workload burden. The results speak volumes: accelerated learning, improved NAPLAN results and teachers developing significant maths curriculum expertise. Perhaps most importantly, the principal notes, 'Budgewoi's experience shows that good-quality teaching looks the same in the most disadvantaged and most advantaged schools, and all kids can learn maths if we teach the right way.' The case for Maths Hubs What if we could systematise this approach across Australia? This is where Maths Hubs come in. Drawing on England's Hubs model, Australia should establish 50 Maths Hubs as demonstration schools that showcase best practice and provide intensive support to about 150 other primary schools in their area. These hubs, established at existing high-performing schools, would bridge the gap between research evidence, education policy and classroom practice. With about $930,000 in additional funding per year, each hub school could employ a lead coordinator, a lead mathematics specialist and the equivalent of three full-time maths coaches. These specialists, who may also work part-time teaching at the school, would provide training to teachers across their region, including hosting school visits; conducting or unpacking demonstration lessons; and delivering topic-specific training. 'Maths Hubs' are demonstration schools that showcase best practice and provide intensive support to other schools in their area. ( Supplied: Budgewoi Public School ) Hubs would offer intensive, two-year partnerships to schools, starting with those most in need — those with low performance, inexperienced staff or a combination of both. These schools would get shoulder-to-shoulder support from hub coaches, including practical help improving their curriculum and assessment schedule. Within about 10 years, Maths Hubs could provide intensive partnership training to all primary schools in Australia. The evidence from England suggests this approach works. Its Maths Hubs program has been credited by the national school inspectorate with helping create 'a resounding, positive shift in mathematics education'. Australia should learn from Budgewoi Public School Budgewoi's experience shows that improving primary maths teaching is hard work. Without the right support, even the most dedicated school leaders will struggle to make systemic changes stick. But by establishing Maths Hubs, Australian governments can provide the on-the-ground support school leaders need. The stakes couldn't be higher. As Budgewoi's principal told us: 'I've made a lot of mistakes, and we moved quickly — maybe too quickly — but we've also made a lot of progress.' With Maths Hubs, more schools could make that progress, and make it faster. Our students deserve nothing less. Amy Haywood is the deputy program director of the education program at the Grattan Institute and co-author of the new guide for principals on How to implement great maths teaching in primary schools.
