MEMC 1 - Melbourne A

Mathematics Education Micro Credential (MEMC) 1 is designed to strengthen Levels 1-7 Mathematics Content Knowledge (MCK), Specialised Mathematics Knowledge (SMK), and pedagogical content knowledge (PCK) aligned to the Victorian Teaching and Learning Model (VTLM 2.0). The purpose of this micro credential is to build teacher confidence and the capability of teachers to deliver evidence-based teaching and learning programs. There is a particular emphasis on supporting out-of-field teachers who lack in-depth subject knowledge and early career teachers who will also have limited teaching experience.

 

July 20 commencement.

This micro credential will have four separate offerings in 2026 (commencing July).

Entry Requirements:

Registrations for this course are being managed by the Victorian Department. Participants are required to be Victorian Department of Education teachers.

 

This course is for secondary mathematics teachers, often teaching out-of-field.

 

 

 

 

Participants will develop the skills to:

  • explain foundational mathematical concepts, skills, procedures, and processes and how they develop across VC 2.0 Mathematics Levels 1-7.
  • apply VC 2.0 progressions to plan coherent, evidence-based instruction.
  • deliver and adapt curriculum using Victorian Lesson Plans (VLPs) aligned to the VTLM 2.0
  • make intentional instructional decisions about tasks, sequencing, representation use and assessment to support student learning
  • diagnose common misconceptions, and adjust instruction through targeted scaffolding within high-quality Tier 1 practice.

 

 

 

Through completion of MEMC 1 participants will be able to demonstrate:

  • SMK of foundational mathematical concepts, skills, procedures and processes within the VC: 2.0 strands that is essential for students to master by level 7
  • PCK of pedagogical considerations (including misconceptions and representations) in mathematics and how mathematics ideas build and connect within strands, across strands and across years
  • how the VLPs in Mathematics utilise evidence-based practices aligned to the VTLM 2.0 guides and Mathematics Position Statement
  • how to plan, adapt and deliver mathematical curriculum effectively using the VLPs. This includes ways of sequencing and chunking mathematical ideas, activating and connecting mathematical ideas, clearly explaining and demonstrating mathematical ideas, maximising student attention and develop mastery
  • knowledge of how poor basic literacy and number skills impact student outcomes and self efficacy in mathematics (including anxiety)
  • ways to identify and assess students early who are at risk of falling behind or with learning difficulties and provide targeted Tier 1 support using evidence-based resources and tools.

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