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1608 Mathematics - 10 August 2016


10 August 2016

Curriculum Report – Mathematics and Statistics

Focus

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


Programme

  • Strands (Geometry, Measurement, Algebra) learnt throughout the year and greater emphasis in linking to other curriculum areas and application to the real world. The planning and teaching of these strands is tracked throughout the year in teachers planning.

  • Target groups in Y5/Y6 participated in accelerated maths programme ALIM for 45 minutes each day (Kelli).

  • Students have received daily lessons in small groups.

  • Students participated in daily maths stations to support Numeracy learning and application (Reggio Philosophy integration)

Assessment Procedures

  • JAM and GLOSS – JAM for years 1-3 and GLOSS for years 4-6 as per our assessment timetable.

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

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

  • JAM and GLOSS recorded on Etap.

  • NUMPA is also used to assess number knowledge once children are achieving over Stage 5 and is recorded on Etap.

Trend Analysis

At the end of 2015


Mathematics All students

Years 1 - 8

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

18

16%

44

39%

48

43%

2

2%

112

Female

17

16%

40

37%

47

44%

3

3%

107

Total

35

16%

84

38%

95

43%

5

2%

219



Mathematics After Year 1

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

0

0%

7

26%

20

74%

0

0%

27

Female

0

0%

7

39%

11

61%

0

0%

18

Total

0

0%

14

31%

31

69%

0

0%

45


Mathematics After Year 2

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

7

32%

6

27%

8

36%

1

5%

22

Female

1

8%

8

62%

4

31%

0

0%

13

Total

8

23%

14

40%

12

34%

1

3%

35



Mathematics After Year 3

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

2

14%

8

57%

4

29%

0

0%

14

Female

0

0%

4

57%

3

43%

0

0%

7

Total

2

10%

12

57%

7

33%

0

0%

21



Mathematics Year Level 4

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

2

14%

9

64%

2

14%

1

7%

14

Female

5

22%

7

30%

10

43%

1

4%

23

Total

7

19%

16

43%

12

32%

2

5%

37



Mathematics Year Level 5

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

3

18%

5

29%

9

53%

0

0%

17

Female

8

30%

9

33%

10

37%

0

0%

27

Total

11

25%

14

32%

19

43%

0

0%

44



Mathematics Year Level 6

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

4

22%

9

50%

5

28%

0

0%

18

Female

3

16%

5

26%

9

47%

2

11%

19

Total

7

19%

14

38%

14

38%

2

5%

37




Students and Groups of Students at risk

  • After 2 years at school only 37% of children were achieving at or above the National Standard.

  • After 3 years at school this had dropped further to 33%.

  • By the end of Year 6 43% of children were at or above the National Standard.

  • All students are at risk at all year levels. There is no significant difference between achievement at each year level.

Teaching and learning strategies to address the above

  • ALIM is to be introduced in all classes after Kelli has finished her trial group. This will mean teachers will be targeting their priority learners in their own classes.

  • CAP to be developed to identify children who are at risk of falling behind.

  • Sharing at Syndicate level any games, activities, planning that teachers are using for a particular purpose

Looking ahead

  • Alim

  • CAP

  • Numeracy PD - Online

  • Everyone taking in class Alim groups.