What schools are saying

The systematic and structured EMP lessons makes it almost impossible for kids to slip through the cracks. The fundamental knowledge gained by the program has set up all my students to flourish in later years. This program is the best maths program I've taught in 18 years as a primary school teacher!

I love seeing our kids engaged and learning in maths because of EMP. It has significantly reduced teacher workload and is so well sequenced and paced.

Since introducing the Explicit Mathematics Program (EMP) at our school, we have seen a significant positive impact on both student engagement and achievement. Our students are more engaged, confident and enthusiastic during mathematics lessons, and this increased engagement is being reflected in their results, with students demonstrating substantial improvement in their mathematics grades.

From a teaching perspective, EMP has also significantly reduced teacher workload. Having access to high quality, structured lessons and resources allows our teachers to focus more of their time and energy on delivering effective instruction, monitoring student progress and responding to individual learning needs.

The support provided by the EMP team has been exceptional. They are approachable, responsive and genuinely committed to supporting schools and teachers to implement the program successfully.

For our school, EMP has provided a consistent, explicit and well sequenced approach to mathematics that is benefiting both our students and staff. We are extremely pleased with the improvements we are seeing and look forward to continuing to build on these results.

I absolutely love the EMP program. My students are highly engaged and consistently challenged through the daily reviews, and the structured approach supports regular opportunities for meaningful learning and practice.

One of the things I value most about EMP is the balance it provides between structure and flexibility. The program offers clear guidance and a strong framework for teaching, while still allowing me the freedom to bring my own teaching style and professional judgement into each lesson.

Most importantly, I have seen amazing student growth within my classroom. I teach a diverse range of learners, and EMP provides opportunities for all students to access the curriculum, with appropriate scaffolding and teacher judgement. It has been incredibly rewarding to see the progress my students have made, and I would highly recommend the program to other schools and teachers.

EMP has been an incredibly valuable part of our Prep mathematics program. I love how clearly the learning is structured and how the program supports teachers to deliver explicit, purposeful mathematics lessons while still keeping learning engaging and hands-on for young children.

The lessons provide a strong progression of learning and make it easy to identify what students know, where they may need further support and how they can be extended. I have particularly appreciated the opportunities to use concrete materials, mathematical talk and visual representations to build genuine understanding rather than simply teaching children to memorise procedures.

EMP has also made differentiation much more manageable in the classroom. With clear learning goals and a strong sequence of concepts, I can support students who need additional practice while extending those who are ready to move their thinking further. It has given me a greater confidence in knowing exactly where my students are in their mathematical learning and what the next steps should be.

As an early years teacher, I value a program that is both evidence-informed and practical for a busy classroom. EMP provides that balance beautifully. It has helped make mathematics instruction more consistent, engaging and purposeful for both teachers and students, and I would highly recommend it to other schools looking for a high-quality, well-structured mathematics program.

EMP has transformed the way I teach mathematics. Our students have shown significant growth, and we now have a consistent approach that delivers consistent results. It has significantly reduced my workload, allowing me to spend less time creating resources and more time intellectually preparing for engaging, high-quality lessons. With an excellent Resource Hub, regular professional learning and ongoing support, EMP has been a game changer for our maths teaching.

EMP has made a difference in how we teach Mathematics due to its structure and one-stop shop for all the components for an effective numeracy block. The reduction in workload for teachers, without compromising individual teaching styles, has been the most effective change for our school and the positive results we are seeing are a testament to its effectiveness.

We have seen significant improvement in the children’s fluency and automaticity with number facts since implementing the EMP Maths program. The strategies are taught in a clear and progressive sequence, with each strategy building on previous learning. Once you become familiar with the program, you can clearly see the progression and understand the reasoning behind the sequence of strategies. The program provides children with a strong understanding of number and equips them with efficient strategies that support both their confidence and mathematical fluency.

We introduced EMP at the beginning of this year, and it has made a real difference to the way our teachers approach mathematics. Teachers have grown in confidence and developed a deeper understanding of how to explicitly teach mathematical concepts, breaking learning down into clear and manageable steps for students. EMP has also strengthened the way teachers use data to identify what students already know, where they need further support and what to teach next.

We are seeing the difference in our classrooms too. Students are engaged in mathematics lessons and are becoming more confident in talking about their thinking and applying their understanding to new problems and concepts. Most importantly, we are beginning to see this reflected in our student data, with encouraging growth across the school. EMP has given us a consistent approach to mathematics teaching while continuing to build the knowledge and confidence of both our teachers and students.

Once I got my head around the pieces of the program and how it all fits together, EMP has become a joy to teach. My students know the routines inside and out and are engaged in the lessons. It gives me peace of mind knowing the curriculum is covered in detail through carefully scaffolded lessons. EMP has helped me become a better maths teacher. I’m excited to head into another year knowing exactly what it’s about, and to keep refining my practice with EMP.

I love EMP because it is very engaging, my students absolutely love the structure, pace and timed fluency. The results I am getting are incredible, it has created confidence, especially with number fluency. I really like the scope and sequence, the way the lessons flow, and the way the program gradually builds on a concept ensuring understanding.

EMP has ensured that we have a low variance approach to Mathematics across our school. It has provided our teachers with a consistent, structured program that not only supports effective teaching but also builds their own knowledge and understanding of how students learn Mathematics. As a result, we have seen increased teacher confidence and strengthened instructional practice across our school.

We have a very diverse set of learners in our cohort and the consistent predictable routine has been very successful.

Since implementing the program, we have seen a measurable increase in the fluency and long-term retention of our Grade 3 students. The structured, cumulative approach ensures mathematical concepts are deeply embedded, not just learned for the day. By continually reinforcing foundational skills, our students have developed true automaticity. Their confidence has soared as the cognitive load decreased, allowing them to have a go at more complex problem-solving with ease.

I have found EMP fairly easy to use and implement once I got into a rhythm with it and found watching the instructional videos really helpful to start with. Within the classroom I have now taught both the Prep (a) and Year One (b) programs since it started at our school and found the transitioning the program from prep to year one was great as a teacher and for the students. The students have shown consistent engagement in the program and have shown a real desire to achieve their personal best. When I say it's time for Maths the majority of my class are excited and find the routine, structure and consistency of the program a positive.

EMP has given our school a consistent approach to teaching maths that aligns with pedagogy.

The best money I’ve ever spent personally (I paid for the program myself) on teaching resources that lead to positive student outcomes. In a small school, with composite class, my workload has decreased and student outcomes have increased.

EMP is the piece that is missing. Years of balking at trigger words like drill and practise or automaticity, and opting for suboptimal learning methods has created a lifesized gap in students' knowledge and affect, of Mathematics in a lot of schools. The cascading effect this has on the little people we are responsible for is intolerable, and EMP is the light at the end of the tunnel. Our school has adopted and delivered the program across multiple levels and all of our teachers, students and parents have noticed the immediate uptick in retention and confidence of the students involved. After years of trying to find the balance of concept development and automaticity, I am beyond enthused to be one of the lucky schools to deliver EMP.

We heard about EMP in 2025 and trialled some lessons across Pre-primary - Year 2 and we were very impressed with what we saw. We went straight to implementation across PP to Year 2 in 2026 and we have been blown away with what the students can do. The students love the routines and the predictability of the lessons. Our Year 4 teachers have been utilising some of the lessons on word problems and have had amazing success. It aligns with every single thing we know about good teaching and we plan to continue in 2027 and expand to Year 3 and 4. As the curriculum deputy, I love the program and take every opportunity to jump into classes and teach EMP.

My experience with EMP has been very positive. The program has provided valuable support in understanding students’ learning needs through clear assessment data and practical resources. I particularly appreciate how the information helps guide teaching, identify areas for improvement, and monitor student progress over time. EMP has been a useful tool in helping me make more informed decisions about teaching and supporting students to achieve their learning goals. I would happily recommend EMP to other schools looking for a practical and effective way to support student learning.

EMP has improved student outcomes and provided valuable data that informs my teaching.

I have really enjoyed using EMP in my Prep classroom this year. As the only teacher at my school currently using the program, I use EMP alongside our school-based Maths program. I use the Daily Reviews four days a week and teach EMP lessons approximately five times a fortnight. One of the things I really like about EMP is the structure it provides. The Daily Reviews give my students regular opportunities to revisit and consolidate what they have learnt, and I can see the difference this repetition makes to their confidence and recall. I also really like that the lessons are clearly sequenced and scripted. This makes them easy to follow and teach, while I can still adapt what I am doing to fit with our school program and the needs of my students. My students really enjoy EMP and respond well to the routines and the way the lessons are taught. I have found it to be a very useful addition to my Maths teaching and would definitely recommend it to other teachers.

Really breaks skills down to teach! Builds upon children's knowledge and skills in a systematic way.

I challenge you to design, write and implement a maths program that is as comprehensive in bringing CLT, atomisation and the science of learning to life. The time and knowledge that has gone into creating this masterpiece needs to be acknowledged. Our teachers do not ever want to leave our school because they fear they wouldn't be able to teach maths to the highest standard without EMP. Everyone agrees it reduces teacher cognitive load while engaging students in fast paced, explicit lessons that have a genuine impact on student's mathematical development every day.

I like the ongoing formative assessment to track students and easy moderation.

I am extremely satisfied with the Explicit Mathematics Program. The clear structure and consistent routines have helped students develop confidence and know exactly what is expected in each lesson. Student engagement is high, and the pace of the program keeps learners focused while providing regular opportunities for success. I have been particularly impressed by the academic growth of my students, with many achieving well above expected levels. The program has also significantly reduced my workload through its well-organised lessons and resources, allowing me to spend more time supporting students' learning. Overall, it has been a highly effective program that has benefited both my students and my teaching practice.

It is lovely to see, as the program progresses, the improvement in most students.

For me, one of the most valuable aspects of EMP is how structured and consistent the program is. The consistent routines and pacing give students a clear sense of what to expect and allow them to focus on their learning. I also find the DRQT component particularly valuable, as it equips students with the fundamental knowledge and skills they need early in the week, which they can then apply throughout the following sessions.

The amount of repetition and practice built into the program has been especially impressive. At the beginning of the year, some students were only able to complete a few fluency questions. Now, in Term 3, many students are able to complete most of the fluency practice. Seeing this progression has been a significant change from the beginning of the year.

Another strength is that students are given many opportunities to revisit and consolidate their learning. Even when a concept does not initially make sense to a student, the repeated exposure and practice allow them to gradually develop their understanding. By Term 3, I am seeing many students beginning to make connections between concepts and language that they may not have been able to make earlier in the year. Things are starting to “click” for them.

I also really value the consistency of the skills and language across the program. These are gradually built up from Level A through to Level D, providing students with a consistent foundation that is maintained across the school. This means students can carry their understanding, language and strategies with them as they progress into the next year level, rather than having to learn new approaches each year.

Overall, it has been very rewarding to see the progress students have made through the structure, consistency and repeated practice embedded within EMP.

Fantastic program as it reduces workload for teachers. This is my second year of using the program and I found it to be very beneficial to students.

EMP has proven to be such a brilliant program for our students. They are engaged, developing regular daily math skills and they are growing in confidence too.

EMP has made me teach all the relevant material for the group of students I work with. The Explicit nature of the lessons ensure gradual introduction to new ideas. Students are ready for new work when we get to it. They develop new concepts confidently.

The content is great and sequential. A great resource for sequential teaching.

EMP has supported our whole school approach to explicit instruction and has helped create a classroom where everyone is always thinking.

I have been using the Explicit Maths Program (EMP) in my composite Year 1/2 classroom since the beginning of 2026 and have found it to be a practical and effective approach to teaching maths.

The clear scope and sequence has significantly reduced my planning time, while still allowing children to regularly revisit and practise different areas of mathematics. The daily reviews provide children with opportunities to retrieve and consolidate previously taught concepts.

The scripted lessons are easy to follow and take much of the guesswork out of both planning and delivering new concepts. This has given me greater confidence in ensuring that lessons are explicit and consistent.

I also like the simplicity of the workbooks. The pages are uncluttered, with no unnecessary colours or pictorials, which means children can focus on the mathematics rather than being distracted by what is on the page.

Overall, EMP has made my maths teaching more manageable and consistent, while providing children with the regular practice and explicit instruction they need to build their mathematical understanding.

I had minimal knowledge about EMP before commencing employment in my current position, beginning term 1, 2026. From the initial training, ongoing refresher opportunities within the program support recordings, observation opportunities of experienced EMP teachers and practice, I have grown greatly in my own delivery of the program. I continue to go back to EMP resource provisions, collaborate and model with other teachers, I know I will continue to build and refine fluency for best practice and optimum results.

EMP has been a fantastic addition to our maths program. I love how explicit and carefully sequenced the lessons are, with the scripted format making it easy to deliver clear, consistent instruction. The program demands active engagement from every student, rather than allowing children to sit back and simply watch. I’ve seen a real improvement in students’ confidence, participation and understanding of maths since using EMP.

I really enjoy using EMP in my classroom. One of my favourite parts is the daily review, as it regularly revisits concepts we have already learnt and helps students retain their learning in their long-term memory.

As we have moved through the year using EMP, I have found it has become much easier to manage and has definitely helped reduce my workload when planning and teaching mathematics.

Overall, I feel there has been huge growth in my students’ mathematical understanding. I feel like the children are learning more through the program and are becoming more confident in their mathematical thinking.