This statement was constructed in the time in which the CSFII was our curriculum document, although much of what was true then will remain so. We are currently reviewing our curriculum statements in light of the new VELS curriculum, and will update this page soon.



Mathematics is a study of relationships. It has applications in all aspects of our lives, at home, as citizens and in the workplace. It crosses social and linguistic boundaries and provides a universal way of solving problems in areas such as science, technology, the arts, business, and in everyday activities.



At Annunciation we believe that the acquisition of mathematical skills and knowledge provides students with the essential tools required to actively and successfully participate in daily life. We aim to develop an understanding of the relationships that exist between numbers and spatial elements and the role of mathematics in society.

We believe that mathematics should be taught from a base of concrete experience on which abstract ideas can emerge. Students can then begin to appreciate the patterns and relationships between numbers. At all levels we endeavour to draw on the students’ knowledge in order to link mathematical concepts to the real world.



At Annunciation mathematical concepts are categorised under the strands, consistent with the Curriculum and Standards Framework II document:

  • Levels One and Two; Space, Number, Measurement and data, Reasoning and strategies.
  • Level Three; Space, Number, Measurement, Chance and data, Reasoning and strategies.
  • Level Four; Space, Number, Chance and data, Reasoning and strategies.

In order to implement an effective mathematics program we:

  • Provide activities, discussion and reflection to strengthen the acquisition of shared understandings.
  • Acknowledge that children have different abilities and develop at different rates, so provide opportunities for every child to succeed at his/her own level.
  • Provide a variety of learning situations including:

                        whole class instruction,

                        small group activities,

                        one-to one assistance,

                        partner work and

                        independent operations.

  • Allow opportunities for children to discuss mathematical experiences with the teacher and with classmates. Importance is given to both oral and written expression.
  • Acknowledge the child’s natural fascination for mathematics. We believe it should be fostered and developed by providing an appropriate level of difficulty with numerous challenges designed to extend exploration in various areas.
  • Recognize and draw attention to the existence of mathematical concepts in all subject areas.
  • Believe that mathematics at school should be a positive experience in which students develop confidence and a sense of achievement from what they learn. (CSF11; goals)


At Annunciation students learn mathematical facts, carry out mathematical procedures, engage in mathematical  problem-solving and use mathematics to describe and understand the world.  Consequently our students are immersed in activities that develop their:

  • Knowledge of facts and technical skills.
  • Depth of conceptual understanding.
  • Ability to use clear and precise mathematical language.
  • Ability to tackle unfamiliar problems in a systematic manner.
  • Ability to apply knowledge and skills to solve real problems.
  • Ability to conduct investigations using mathematics.
  • Logical thinking skills and perception of the nature of proof.

Practical ability in measuring, estimating and making efficient use of calculators, computers and other mathematical tools, eg; protractor, compass, ruler, stopwatches, trundle wheel.