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The teacher is working towards full registration at the Proficient career stage of the Standards. She uses a number of activities to engage students in using mathematical skills, particularly multiplicative thinking. The teacher uses questioning techniques that encourage students to select or develop their own approaches to solving the maths problems. The teacher tracks student progress against the lesson's success criteria as a means of responsive, ongoing assessment. Particular note is made of any student misconceptions. 

School - Melton Primary School 

Year level - Year 5 & 6 

Related subject - Mathematics 

Stage of schooling - Primary 

School type - Government 

Melton Primary School is located 44km west of Melbourne’s central business district. Melton Primary has developed a Professional Learning Community that is now deeply embedded into the culture of the school. Staff focus on learning rather than teaching, work collaboratively on matters related to learning, and hold themselves, and each other, accountable for the results that fuel continual improvement. Their shared mission, vision, and values are aligned to three big ideas: ensuring that students learn, building and maintaining a culture of collaboration, and focusing on results. Melton Primary School staff meet for an hour each week to engage in collaborative interactions around topics identified by the group, reflect on teaching and learning as part of case study investigations, collaboratively prepare lesson plans, and develop a deeper understanding of how students learn specific subject matter. They then integrate this knowledge into their teaching programs. 


  • What might be the benefits of identifying explicit success criteria in your lessons?
  • What questioning techniques could you use to support students' critical and creative thinking?
  • What strategies could you use to collect formative assessment data in your classes?
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Offline package - Using success criteria