20250730 MAV25 synopsis - Flipbook - Page 68
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
B22 TASKS DESIGNED TO BRIDGE YEAR 9
EXTENSION STUDENTS TO VCE
Subtheme: Pedagogy and curriculum
Jiqing Sun, Sanjeev Meston, Strathcona Girls Grammar
(Year 7 to Year 10)
Many of Year 9 extension students (high-achieving students)
choose to accelerate their VCE mathematics journey (e.g.
Mathematical Methods) from Year 10. In this section, we
report how we designed and introduced a series of tasks
to foster their mindset and thinking approaches required
for VCE mathematics. These tasks highlight sophisticated
algebraic reasoning, linking graphical features with algebraic
expressions, and making connections across different
concepts. They are intended to develop students’ adaptability
and extend their capabilities, supporting a smooth transition
to the VCE-style exam questions. We also present an
analysis of the assessments based on these tasks, highlighting
their effectiveness and the challenges encountered during
implementation.
Daily Review and Retrieval Practice techniques, explicitly
showcasing the distinct difference between these two types
of retrieval. Workshop participants will reflect on their own
lesson structures throughout a unit and semester and discuss
how spaced retrieval could be implemented in their setting to
help strengthen student understanding long-term, for their
examinations and beyond.
Key takeaways:
1. Understand the difference between Daily Review and
spaced Retrieval Practice.
2. How to implement different forms of retrieval in a unit and
semester.
3. How to communicate the routines around implementation
in the classroom to students and teaching teams.
Remember:
Unit plan of a topic in mathematics (not necessary but useful
for the workshop), notebook to plan.
Key takeaways:
1. A series of tasks designed to foster Year 9 extension
students’ (high-achieving) mindsets and thinking approaches
required for VCE mathematics, extending their capability and
adaptability as they step towards VCE.
B24 LEARN THE SPARK METHOD:
ASSESSMENT THAT DRIVES LEARNING
2. An analytical approach to the assessments, identifying
students’ progress and challenges towards the tasks.
Muhammed Omer, Darul Ulum College
(Year 7 to Year 12)
B23 RETRIEVAL PRACTICE AND ITS ROLE IN
AN EXPLICIT INSTRUCTION CLASSROOM
Subtheme: Pedagogy and curriculum
Zoe Tamplin and James Dann, Brighton Grammar School
(Year 5 to Year 12)
Some teachers may believe that reviewing knowledge from
the previous lesson is the best form of retrieval practice.
However, what happens around exam time? Why have
students suddenly forgotten everything? Retrieval practice
that is spaced and allows for previous content to be reviewed
on a weekly or monthly basis aids in flattening the ‘forgetting
curve’. It strengthens long-term retention of the skills of
previous topics.
I will describe a sequence and structure, with recommended
curriculum and resources to help students retain knowledge
and skills in their long-term memory through a range of
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
68
Subtheme: Pedagogy and curriculum
This presentation introduces the SPARK Method, a highly
efficient, student-centred strategy transforming exam
preparation for mathematics teachers and students.
Traditional exam prep often involves time-consuming
marking for teachers and passive learning for students. Our
strategy solves this by empowering students to self-assess
diagnostic practice tests (1-2 questions per concept) using
a guided template. Teachers then facilitate live, class-wide
gap identification in minutes, eliminating marking piles and
providing instant, actionable data.
This approach fosters student ownership over their learning,
making weaknesses visible and guiding targeted revision. For
teachers, it significantly reduces workload and ensures precise
instructional focus.
Attendees will learn to design diagnostic tests, utilise the selfmarking template, and master live data collection. We’ll show
how this strategy helps students thrive in mathematics by
making exam prep active and targeted, while simultaneously
allowing teachers to thrive by cutting workload and providing
effective, data-driven instruction.
