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1808 Mathematics - 8 August 2018

8 August 2018

Curriculum Report – Mathematics

Focus

  • Proud, prepared learners achieving at or above the National Standard in Mathematics.

Programme

  • What sort of things did the students do over the last 12 months (since the last report) - to advance that vision?

  • Junior Syndicate: Maths PLD with facilitator Dianne Ogle in 2018 has seen us focus on teaching and learning maths through problem solving. Learning through games and hands on activities, centers, whole body maths, subitizing, Modelling books, using your maths eyes, mixed ability grouping, real world examples, iPad apps, STEM activities based on integrated curriculum, cooking, those children attending RDA do integrated maths. Using a lot of maths language.


  • Middle Syndicate: Maths PLD with facilitator Dianne Ogle in 2018 has seen us focus on teaching and learning maths through problem solving. The use of think boards to develop students thinking and “explaining”. Small target groups working with the teacher on the maths knowledge needed to solve the problems. Hands on and materials based sessions focussing on real life contexts. Focussing on strategies and number knowledge driven by both formative and summative assessment. Use of ipads and chromebooks to enhance and support programmes. Strands are incorporated into the problem solving and numeracy stations. Different games and activities to improve basic facts knowledge including subitizing, cards and dice games and ipad/chromebook apps.


  • Senior Syndicate: Maths PLD with Dianne has moved our focus from number knowledge and strategy to a wider maths curriculum. We have started teaching number through the strands with a focus on problem solving. We now group students in mixed ability groups so that students have access to a range of thinking. Teachers are now planning collaboratively.


Assessment Procedures

What student assessment procedures are being used to find out how well the vision is being advanced?
  • Junior Syndicate:

New Entrant checklist when they first enter school

JAM  – JAM for years 1-3 OTJs are required for each child in Years 1-3 on their birthday, data for these are gathered from assessment results, children’s work, classroom teaching and learning.

Assessment team gathers data from Etap for regular discussion and feedback to staff.

JAM is recorded on Etap.

Assessment activities in their assessment books. Photos to document learning and progress.

  • Middle Syndicate:

JAM  – JAM for years 1-3 Assessment team gathers data from Etap for regular discussion and feedback to staff.

JAM is recorded on Etap.

Gloss and NUMPA for Year 4

PAT testing twice a year to inform teaching.

  • Senior Syndicate:

NUMPA and Gloss recorded on eTap, I Can Sheets, Observational assessment in modelling books.  

We have completed one round of PAT Mathematics.

Trend Analysis

What do the results of the student assessments show? - How well is the long term vision being advanced? - Are students succeeding?

  • Junior Syndicate:

More understanding of the early numeracy program and how to integrate maths has improved the results within the junior syndicate. Better retention of knowledge.  


  • Middle Syndicate:

Term 2, 2018 shows 7% of year 3 children are working at early Level 2 and 40% at Level 1. We have 47% of Year 3 children working at early Level 1 and 5% at pre Level 1.

5% of Year 4 children are working at Level 2, 28% at early Level 2. 45% or Year 4 are working at Level 1 and 21% are working at early Level 1.  We hope the Year 4 students will be working within Level 2 by the end of the year.

  • Senior Syndicate:  

By the time students get to Year 6 they are mostly at and above. Currently 70% of the senior syndicate is working at Level 2 to early Level 3. This is encouraging given that we would hope Year 6’s are at Level 3 by the time they leave.

Students and Groups of Students at risk

Who are the students who are not succeeding at this time? (in general terms).

  • Junior Syndicate: Children are entering school at 5 years old with very little number knowledge so teachers are spending a lot more time on building up their basic number knowledge (Girls more so than boys) so progress to level 1 maybe a lot slower than should be.


  • Middle Syndicate: Year 3 and 4 children - Making the jump from Stage 4 to 5 (Level 1 to Level 2). PAT testing showed a lack of strand knowledge and that many students were unable to transfer knowledge and strategy when the context changed. Students also found it hard to see maths outside of “maths time”.


  • Senior Syndicate: Students who continue to work at Stage 4 in Year 5 and 6 are most at risk. These students have developed poor habits and are reluctant to take risks. PAT testing showed a lack of strand knowledge and that many students were unable to transfer knowledge and strategy when the context changed.


Teaching and learning strategies to address the above

What is being done - what changes are being made - so that all students succeed.

  • Junior Syndicate:  Front loading. More problem solving using maths language and real life contexts. Exposure throughout the day, integrating into other curriculum areas and Discovery Time. Giving opportunities to explain thinking.


  • Middle Syndicate: Small groups of students are working each day with the teacher for an extra 15 minutes to frontload knowledge, vocabulary etc to accelerate their learning. Each lesson students that need extra support are also taken from their mixed ability groups to work on targeted skills and knowledge. Practical and and real life problems are integrated into every maths lesson.


  • Senior Syndicate: Students are targeted during maths time to accelerate progress. These students get a double dose working with both the teacher and teacher aid. During these sessions students are front loaded with knowledge, vocab and basic skills. Practical and and real life problems are integrated into every maths lesson.

 

  • Additional learning needs and Special Rights: Extra support for students, teachers and teacher aides is accessed through learning support and RTLB so differentiated learning can then be considered and planned for in maths. IEP’s also provide opportunity for maths learning needs to be considered under The NZ curriculum and Te Whāriki using hands on learning, equipment and experiences with 1-1 support.


Looking Ahead

Planned changes in the vision and the particular focus for this curriculum area at this school at this time in light of student achievement data and/or curriculum changes and the school’s vision and strategic directions.

  • Junior Syndicate: Continuing to work with /Ali/Diane on using mixed ability grouping, teaching through problem solving and children being aware of where they are, where they are going and how to get there.  More exposure to maths language and explaining their thinking so as they move up the school hopefully children will make better transitions into the different levels with maths as they will understand the language and thinking better


  • Middle Syndicate: Continuing to work with Diane on using mixed ability grouping, teaching through problem solving and children being aware of where they are, where they are going and how to get there.


  • Senior Syndicate:

    • Strategies needed to move Senior students at Stage 4

    • (Games, Rapid Recall, Growth Mindset, Traits of Mathematicians)

    • Continuing to integrate Strands within number teaching , Alim groups in classes , CAAP (Curriculum and Achievement Plan)

    • Continuing to work with Diane on using mixed ability grouping, teaching through problem solving and children being aware of where they are, where they are going and how to get there.