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1708 Mathematics - 3 August 2017

3 August 2017

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 12months (since the last report) - to advance that vision.

  • Junior Syndicate:  Learning through games and hands on activities, centers, whole body maths, subitizing, Modelling books, ALIM target group, 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: 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 numeracy stations. The use of think boards to develop students thinking and “explaining”. Different games and activities to improve basic facts knowledge including subitizing, cards and dice games and ipad/chromebook apps. AliM groups and MST groups have been used to support students who are below or well below.


  • Senior Syndicate: Using I Can Sheets as a planning tool and a self assessment for children. Below Students are identified as target students to attend MST. Strands (Geometry, Measurement, Algebra) learnt throughout the year and greater emphasis in linking to other curriculum areas and application to the real world. Target groups in Y5/Y6 participated in accelerated maths programme MST for 45 minutes each day (Kelli). Students have received daily lessons in small groups. Use of Technology to support learning.


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 OTJs are required for each child in Years 1-3 on their birthday and at 6 month intervals, 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 is recorded on Etap.

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

Gloss and NUMPA for Year 4


  • Senior Syndicate:

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

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:

At Year 3 nearly 70 percent of children are either below or well below. We believe this is because of the jump between Stage 4 and Stage 5 and the lack of concrete number knowledge.

At Year 4 there are more children well below but the total is still around 70 percent below or well below.

  • Senior Syndicate:  

By the time students get to Year 6 they are mostly at and above.

School wide assessment data as at end of 2016:

Mathematics All students

Years 1 - 8

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

22

17.6%

38

30.4%

61

48.8%

4

3.2%

125

Female

11

9.2%

42

35.3%

63

52.9%

3

2.5%

119

Total

33

13.5%

80

32.8%

124

50.8%

7

2.9%

244

  

Mathematics After Year 1

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

0

0%

2

8.0%

22

88.0%

1

4.0%

25

Female

0

0%

9

40.9%

13

59.1%

0

0%

22

Total

0

0%

11

23.4%

35

74.5%

1

2.1%

47

Mathematics After Year 2

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

4

14.8%

11

40.7%

12

44.4%

0

0%

27

Female

0

0%

8

40.0%

12

60.0%

0

0%

20

Total

4

8.5%

19

40.4%

24

51.1%

0

0%

47

  

Mathematics After Year 3

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

3

20.0%

7

46.7%

5

33.3%

0

0%

15

Female

1

14.3%

4

57.1%

2

28.6%

0

0%

7

Total

4

18.2%

11

50.0%

7

31.8%

0

0%

22

Mathematics Year Level 4

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

8

36.4%

5

22.7%

6

27.3%

3

13.6%

22

Female

3

16.7%

12

66.7%

2

11.1%

1

5.6%

18

Total

11

27.5%

17

42.5%

8

20.0%

4

10.0%

40

Mathematics Year Level 5

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

4

23.5%

10

58.8%

3

17.6%

0

0%

17

Female

5

20.8%

5

20.8%

13

54.2%

1

4.2%

24

Total

9

22.0%

15

36.6%

16

39.0%

1

2.4%

41

Mathematics Year Level 6

Well Below

Below

At

Above

Total

No

%

No

%

No

%

No

%

No

All students

Male

2

11.1%

3

16.7%

13

72.2%

0

0%

18

Female

1

3.7%

4

14.8%

21

77.8%

1

3.7%

27

Total

3

6.7%

7

15.6%

34

75.6%

1

2.2%

45


Students and Groups of Students at risk

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


  • Junior Syndicate: Year 1 girls are most at risk at 40.9% below. Year 2 boys at 8% well below, and an even split between boys and girls who are below.


  • Middle Syndicate: Year 3 and 4 children - Making the jump from Stage 4 to 5.


  • Senior Syndicate:

After 2 years at school only 31% of children were achieving at or above the National Standard.

After 3 years at school this had dropped further to 30%.

By the end of Year 6 78% 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

  • 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: Giving students a solid foundation of basic facts using materials and knowing when to take the materials away as to stop students relying on these. Integrating number and strands with real life situations. ALIM to be integrated into all classes.


  • Senior Syndicate:

ALIM is to be introduced in more classes. This will mean teachers will be targeting their priority learners in their own classes.

CAAP continues 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

  • 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: Eventually everyone will be taking Alim groups.   


  • Middle Syndicate: Alim groups, teaching strand through number, real life context, CAAP,


  • Senior Syndicate:
    Strategies needed to move Senior students at Stage 4
    (Games, Rapid Recall, Growth Mindset, Traits of Mathematicians)
    Integrating Strands within number teaching , Alim groups in classes , CAAP (Curriculum and Achievement Plan)

Prepared by Staff at 31 July, 2017 Staff Hui