1708 Mathematics - 3 August 2017

3 August 2017

Curriculum Report – Mathematics

Focus

Programme

Assessment Procedures

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.

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

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

Trend Analysis

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

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.

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


School wide assessment data as at end of 2016:


Students and Groups of Students at risk

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

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

Prepared by Staff at 31 July, 2017 Staff Hui