Additive strategies


This four-day professional learning over two terms designed to help teachers understand where additive strategies are referenced in NSW syllabuses, how the numeracy learning progression provides fine grain detail on the development of additive strategies and plan for differentiated teaching across the curriculum in light of student learning needs with regards to additive strategies.

Who should participate?

Kindergarten to Year 6 teachers and Year 7 and 8 mathematics teachers.

Mode of delivery

See MyPL for details.


Participants will understand pedagogies that develop student confidence in using flexible strategies for addition and subtraction and consider classroom applications.

Day 1: Investigation of where additive strategies are referenced throughout NSW syllabuses and considering how to use formative assessment to inform their knowledge of student's current skills.

Day 2: Analysis of diagnostic formative assessment and identify the learning opportunities. Exploring connections between the content identified in NSW syllabuses and the Additive Strategies sub element of the Numeracy learning progression. Exploring the pedagogies that will best support student learning of flexible strategies for addition and subtraction.

Day 3: Exploration of how the progressions can be used to monitor student growth in the progression of learning for additive strategies and how the progressions support differentiation to cater for the diverse needs in classrooms.

Day 4: Consideration of the next steps for learning based on the student growth observed together with planning for how student learning of additive strategies can be incorporated into existing teaching.

Register via MyPL - individual registration required for each day

Day 1: Course code NRG04857

Day 2: Course code NRG04885

Day 3: Course code NRG19057

Day 4: Course code NRG05084

Dates and locations

See MyPL for available dates and times (new sessions added throughout each term).

If you have any questions, contact, Leader, Professional Learning at

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