The Primary Maths Instruction Framework

Teach primary maths with clarity and confidence

Learn a complete instructional framework that helps teachers make stronger decisions in every lesson and build more consistent maths instruction across the school.

Why this training matters

Many teachers work incredibly hard yet still feel unsure about the best next step during a lesson. Leaders want consistent practice across classrooms but often see mixed approaches and mixed results. Teachers want students to understand new ideas yet often feel frustrated when learning does not stick.

Most teachers have never been shown a clear structure for how to teach maths in a way that aligns with how learning happens.

This workshop gives you that structure.

What you will learn

You will leave with a practical framework that guides what to do and when to do it so your lessons feel more intentional and more effective.

You will learn how to

• Model new ideas so every student understands the first time

• Use guided practice that builds confidence and reduces errors

• Build fluency in ways that strengthen learning

• Design tasks that help students transfer knowledge into new problems

• Run daily reviews that lift retention

• Align your lesson flow with how learning happens

• Use consistent routines that reduce confusion and support behaviour

Everything is practical simple and ready to use the next day.

How
Previous versions of this course went for two days, but feedback from participants was that they needed more time! So, this time it will be spread across three days. By the end of each day, participants will leave with an actionable plan to implement. A workbook will be provided to support your learning over the three days. 

Who should attend

This training is ideal for teachers and leaders who want greater clarity and consistency in their maths instruction.

It is perfect for:

• Classroom teachers who want reliable methods to improve student success

• Maths leaders who want a shared approach across their team

• Assistant principals and instructional coaches who guide teaching practice

• Schools seeking stronger outcomes through coherent instruction

If you want to make better decisions during maths lessons this workshop is for you.

The transformation you can expect

After the workshop you will know exactly how to start a lesson how to model with clarity how to support students through practice and how to guide them toward mastery.

You will feel more confident and less frustrated.
Your students will show stronger understanding fewer errors and better recall.
Your team will share a common language for teaching maths which strengthens coherence across the school.

This is the path to becoming a more confident and more effective maths teacher or leader.

When

9am-3pm (break 1: 11am-11.30am and break 2: 1.30pm-2pm) AEDT

Day 1: Friday 13 February, 2026 

Day 2: Friday 20 February, 2026

Day 3: Friday 27 February, 2026 

Where

100% Online - This format increases accessibility. While we’ll miss the positive energy from in-person sessions, participants will still have ample opportunities to collaborate and network from the comfort of their home or office.

You will be sent the Zoom link prior to the first day.

Overview of the two days

Session 1 (5 hours of learning): This session will provide an overview of the science of learning before delving into the key principles required for effective maths instruction. In the afternoon, Brendan will cover Daily Reviews and the importance of understanding what desirable difficulties are and how to get students to experience it. He’ll review the do's and don'ts, common mistakes and how to address them.

Session 2 (5 hours of learning): In the second session, Brendan will explain the significance of the Instructional Hierarchy for teachers, detailing the “what” and “when” of specific teaching tactics. He will cover the Gradual Release of Responsibility model and various scaffolding techniques to support maths learning. This session will also describe how teachers can use the concrete-pictorial-abstract framework effectively.

Session 3 (5 hours of learning): The final session will unpack teaching for generalisation, the holy grail of maths instruction! However, before you get there, you'll learn how it's actually fluency that enables generalisation to happen. You will learn about some evidence-based fluency-building routines and the differences between them all. The last part will involve attack strategies, schema-based instruction and how to ask questions that extend mathematical thinking.

Testimonials

"Brendan’s PL is next level - one of the best yet. His ability to show both the ‘why’ & ‘how’ with the implementation of SOL in the Maths space with such purpose & clarity was actually refreshing. Our team left the PL with more of a ‘we can do this’ attitude. Thanks Brendan for bringing the love to learning."

Carolyn Mather, Eastbourne Primary School

"The PL was so informative. It was practical and gave you strategies to take back to the classroom. Time was provided to discuss ideas and share. This was extremely beneficial." 

Sarah P, St Andrew's Catholic College

"This course was a fantastic, well-paced sequence of two online full day workshops that explored a variety of methods and strategies for productive learning in maths. Informed by the Science of Learning, Brendan’s workshops provided a range of useable teaching approaches to support maths learning from acquisition to fluency in mathematics. The combination of expert presentation and time to work with colleagues was engaging and productive. So many great resources to explore now too! Thanks for providing the direction our school needs in mathematics, Brendan. 

Liz Williams, Corpus Christi Catholic Primary School

"These sessions helped me to understand the bigger picture of effective maths teaching. I loved the practical ideas and ways that you can refine what you may already be doing."

Scott, Botanic Ridge Primary School

Australian Professional Standards for Teachers​

• 1.1 Physical, social and intellectual development and characteristics of students

• 1.2 Understand how students learn

• 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

• 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

• 1.6 Strategies to support full participation of students with disability

• 2.1 Content and teaching strategies of the teaching area
  2.3 Curriculum, assessment and reporting

• 2.5 Literacy and numeracy strategies

• 3.3 Use teaching strategies

• 3.5 Use effective classroom communication

• 5.1 Assess student learning

• 5.4 Interpret student data

• 6.2 Engage in professional learning and improve practice

• 6.3 Engage with colleagues and improve practice

About Brendan
Brendan Lee is a seasoned primary school leader and educational consultant based in NSW, dedicated to bridging the gap between educational research and classroom practice. His passion for improving education was sparked when he delved into research and realised the challenge teachers face in accessing clear, actionable insights—especially in teaching maths. While the science of reading was well-documented, the path to effective maths instruction was less defined. Determined to address this, Brendan embarked on a journey to uncover the science of maths, discovering key principles that can transform teaching practices. 

Now, Brendan shares his findings to save other educators the time and effort of combing through research. He has collaborated with organisations such as AERO, CIS, Grattan Institute and Think Forward Educators. Brendan is also on the Board for Ochre Education. He travels across the country offering professional learning for teachers, writing insightful articles on his blog Learn with Lee (learnwithlee.net), and hosting the Knowledge for Teachers Podcast, where he continues to champion evidence-based education.

FAQ

1. Can multiple participants attend from the same school? Yes, but they all need to individually register (you'll receive a 10% discount for 3 or more participants). They can watch the presentation together, but it is recommended that they all have individual mini-whiteboards.

2. Will it be recorded? Yes. If you miss a session, you’ll receive a recording within 24 hours. However, attending live is recommended for maximum engagement.

3. Can I join if I'm located outside of Australia? Absolutely! The event is fully online, so anyone with an internet connection can participate. Just be mindful of the time difference from AET (Australian Eastern Time).

4. Is there pre-reading or preparation required? No mandatory preparation is needed, but reviewing basic concepts on the science of learning and explicit instruction can be helpful, especially for those newer to the topic.

5. Can I ask specific questions about my classroom or school challenges? Yes! Brendan encourages participants to bring real-life examples and questions, and there will be Q&A periods and interactive discussions where he can provide tailored insights.

6. Will I get access to the presentation slides or resources after the session? Yes, all participants will receive access to the presentation slides and other relevant resources after each session for further reference.
7. Will there be a certificate of completion? Yes, participants can receive a certificate upon completing both days, which may contribute to professional development hours.

You can download a PDF version of this information here.