1112 Strategic Goal 2 - Numeracy

Kaikohe East School

Curriculum Report – Numeracy

November 2011

Focus

To raise the achievement levels of all children in Basic Facts and Place Value at Kaikohe East School, while continuing with the understanding and strategies set out across all the strands of the maths curriculum

Assessment Procedures

School wide data continues to be collected twice a year in Basic Facts and Place Value.
At class level each child is monitored by using their individual ‘I Can’ sheets. Formative assessment is on-going in each classroom.
Basic facts are currently recorded on eTap. We are still waiting for a facility for Place Value to be recorded. This data will then be able to be graphed school-wide.

Trend Analysis

The majority of students are working at the expected goals for their year level.
Within the levels there are a number of stages that the students could be working at and still be at the expected level. Some of the students work more quickly through these stages than others.
It is pleasing to note that at the Year 5 & 6 level, most students are working either at or above their expected goals for their year level.
Addition and Subtraction basic facts results have improved. Most students continue to have difficulty with Multiplication and Division basic facts.
From the Place Value results of the Year 5 & 6 children we can see a great improvement since we have had a focus on teaching Place Value.

Students and Groups of Students at risk

There are some students at every year level who are not achieving at the level expected by the National Standards.

Teaching and learning strategies to address the above

Since we have been collecting data, there has been a greater emphasis on teaching basic facts, and in most classrooms it is part of the daily programme. The children are involved in goal setting and how to achieve them, which encourages them to take more responsibility for their own learning. Programmes like Keeping Clever help to re-enforce knowledge learnt and show the children their next steps. A wide range of teaching material is available on the NZ Maths site and from a variety of sources.
Karen Major has offered us the resources she has put together as part of her Masters thesis, which is aimed at isolating areas of need in Place Value learning, and planning that will work towards addressing these areas.
The school-wide ICT focus is incorporated in classrooms for mathematics learning as well.

Looking Ahead

There will continue to be greater emphasis on multiplication and division teaching, using reverse multiplication to teach division. Data testing and collection will continue twice a year. Results will be collated by each teacher and entered into ETAP. These will be analysed at a staff meeting. From this hot spots will be identified for planning purposes. Using the research done by Karen Major, each teacher will have a prepared teaching resource to assist in teaching specific concepts of Place Value.

For more useful and consistent data testing will take place in Term 1 and late Term 3.

The Numeracy Team will continue to meet fortnightly to look at the data and discuss ways to support the children and teachers. This is shared back at School Staff meetings.

Below are graphs for the end of year numeracy results at each year level.

The Stages relate to our ‘I Can’ levels as follows, the results are in percentages, not numbers of children. The yellow is the National Standard.

Stage 1 – Emergent to One to one Counting

Stage 2 – Count All ( Materials)

Stage 3 – Count All (Imaging)

Stage 4 – Advanced Counting

Stage 5 – Early Additive, Part Whole

Stage 6 – Advanced Additive

Stage 7 – Early Multiplicative