This initiative brings BCE’s Growing and Thriving model for numeracy instruction to life through evidence-informed teaching strategies and collaborative professional learning.
As BCE continues to strengthen a system-wide approach to evidence-based pedagogy, the program highlights the critical role of teachers in data analysis, assessment design, and instructional leadership in Mathematics across both primary and secondary settings.
BCE Senior Education Advisor - Learning and Pedagogy Numeracy Carly Millichap, said a key feature of the program is equipping teachers with practical strategies that make abstract mathematical concepts more accessible and engaging.
“Our middle years students benefit from age-appropriate teaching that supports their transition from primary to secondary,” Carly said.
“This approach deepens understanding by connecting mathematical concepts to real-world problems and prioritises revisiting concepts throughout the school year.”
“Teachers are supported to make meaningful curriculum connections, which helps ensure concepts aren’t taught in isolation.”
Partnerships in 2025 with maths experts such as Matt Sexton, James Russo and Jane Hubbard, and Tierney Kennedy have had a significant impact on our teaching staff and informed the enactment of the BCE model of numeracy.
Dean of Learning Enhancement (Mathematics) at Xavier Catholic College, Janine Ritter said their involvement in the 2025 professional
learning program has profoundly transformed the school’s approach to teaching Mathematics leading to excellent outcomes for their Year 7 and 8 students.
“Our teaching team now has the tools to identify and address student misconceptions in Mathematics,” Janine said.
“The use of manipulatives and hands-on strategies has not only enhanced classroom interaction but also led to a 60% improvement in our PAT-M results.”
The school is now embarking on a whole-school approach to Mathematics instruction, which will support the primary team moving into 2026.
“We’re excited to see how this whole-school approach will continue to improve outcomes for our students.”
St Patrick's College Gympie Leader of Learning – Mathematics, Jasmin Pace-Kaddatz, said teachers have greater confidence and consistency in numeracy instruction, creating a stronger foundation for student success.
“Our experience with the Middle Years Numeracy Professional Learning Program has been extremely positive,” Jasmin said.
“We’ve seen significant growth in our students’ numeracy skills, and our teachers are now regularly incorporating these strategies into their daily practice.”
Brisbane Catholic Education Head of Student Learning and Wellbeing, Marisa Dann, said the program aligns with BCE’s phased approach to learning support, helping to close achievement gaps and support effective transitions.
“Targeted teaching practices are making a real difference in student engagement and achievement in Mathematics,” Marisa said.
“The program reflects BCE’s commitment to maturing as a system by building internal capacity and refining key teaching practices that support quality instruction and enhanced outcomes for our students.”