WINTHROP PRIMARY SCHOOL
WHOLE SCHOOL MATHEMATICS
POLICY AND PLAN
2018 - 2020
Winthrop Primary School Mathematics Curriculum Statement
Through implementation of the Western Australian Curriculum (Mathematics) students are provided with the
opportunity to develop and become:
• confident in numeracy, creative users and communicators of mathematics, able to investigate, represent and
interpret situations in their personal and work lives and as active citizens
• increasingly sophisticated in their understanding of mathematical concepts and fluency with processes, and are
able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics
• able to recognise connections between the areas of mathematics and other disciplines and appreciate
mathematics as an accessible and enjoyable discipline to study.
At Winthrop Primary School we understand and acknowledge that:
➢ Students learn in different ways and at different rates.
➢ Numeracy is embedded in all learning areas and teachers seek opportunities within these learning areas to
enhance and support numeracy development.
➢ Numeracy begins with what children know and scaffolds to new learning. Teachers use the language of
numeracy in their teaching as appropriate.
➢ Numeracy integrates Number and Algebra, Measurement and Geometry and Statistics and Probability.
➢ Numeracy learning must be relevant and enjoyable, with a clear purpose and meaningful reflection.
➢ Numeracy acquisition is enhanced when a partnership exists between school and home.
Pedagogy and Classroom Organisation
Numeracy development is achieved through high quality professional practice in which teachers plan for and
implement responsive teaching and learning programs. They share an understanding of effective instructional
approaches and are committed to the implementation of whole school programs and approaches .
➢ iMaths (PP-6)- student and tracker
➢ iMaths online subscriptions
➢ Streamed classes Yrs 4-6
• Teachers support, model and inspire the effective use and appreciation of numeracy through successful
teaching and collaborative practice, by sharing expertise and knowledge and coordinatingprograms across
phases of learning.
• Lessons delivery in line with the the WPS Instructional Framework (see page 11)
• ICT is used to support all students learning.
• Organisational structures (timetabling, class grouping) are developed to support innovative andchallenging
educational programs which are responsive to student need including Streamed class groupings from years
• Numeracy blocks are timetabled for the morning sessions where possible.
• Diagnostic tools and rigorous data analysis are used to identify students who may require additional
support or enrichment and appropriate collaborative planning is implemented to ensure the provisionof
both individualised and group instruction.
All numeracy programs K-6 will be based on the four premises that for the effective teaching of
mathematics teachers will:
1. Plan for time on task: Substantial blocks of time are allocated to numeracy ( min. 5 hours per week).
2. Plan to teach basic facts : Numeracy programs will incorportate a focus on basic facts knoweldge and
interrelationships between the four operations.
3. Plan for balance: Numeracy programs have a balance of instructional programs across the strands of
mathematics – Number and Algebra, Measurement and Geometry and Statistics and Probability.
4. Plan for connections: Numeracy is not a practice isolated in classroom activities. Teachers will focus on
mathematical practices across different learning areas and link the children’s mathematical thinking
practices from home and outside school activities with school learning. The proficiency strands
understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across
the three content strands: number and algebra, measurement and geometry, and statistics and probability.
The proficiencies reinforce the significance of working mathematically within the content and describe how
the content is explored or developed. They provide the language to build in the developmental aspects of
the learning of mathematics. The achievement standards reflect the content and encompass the
Assessment and Moderation
Teachers will assess student learning though the development and application of a comprehensive range of
assessment strategies which diagnose learning needs and comply with curriculum requirements.
• Students will be provided with feedback on their learning. This will be targeted, based on informed and
timely judgements and responsive to the students’ current needs in order to progress learning.
• Teachers will participate in moderation activities both within the school and across the system using the
DoE judgements tools and Brightpath in order to ensure that consistent and comparable judgements of
student learning are being made.
• Teachers are committed to providing parents with opportunities to receive feedback and to discuss their
child’s progress. This occurs informally throughout the year and in a formal capacity at the end of each
semester during the student reporting period.
The school has developed an agreed Assessment Schedule - this includes:
• On Entry assessment for PP students
• Naplan - Yrs 3 and 5
• Intervening Numeracy Naplan – Yrs 2 and 4
• Westwood Basic Fact Maths Test
• iMaths Readiness Test
• ACER PAT Mathematics
Standards and Targets
• Numeracy targets as outlined in the WPS Business Plan 2018 - 2020
• Student performance is collected and analysed in an ongoing cycle throughout the school year utilising a
range of data and worksamples.
• Parents receive formal reports at the end of each semester (Reporting to Parents)
• NAPLAN feedback for students in Years 3, 5
Identification, Planning and Intervention
Quality educational programs, including enrichment and support, will be provided to meet the needs of all students
➢ Students at Educational Risk, inclusive of gifted and talented students
➢ Students with learning difficulties
➢ EALD students
➢ Students of indigenous backgrounds
The school will provide targeted programs to support learning:
Three Tier Support model to support SAER are followed to ensure transparent and effective processes are
implemented to identify, support and monitor students at risk of not making expected progress in numeracy. This
• Additional Education Assistant support across classes
• Streamed groupings Yrs 4-6
• Implementation of iMaths Differentation Tasks
• Collaborative team processes are developed to coordinate support personnel (LSC, SchoolPsychologist, ,
Admin, Therapists and other support staff both external and school based).
Leadership and Professional Development
• The adminsitraton team are leaders of Learning Area Teams and work within teams to support teachers
and are line managers for members of that team through performance management processes.
• Staff actively engage with strategic, operational and classroom plans and take ownership and responsibility
for implementing them within their own classes. The development of improved student learning is at the
basis of all planning.
• Staff meet together regularly through 4 team meetings per term and 1 staff meeting.
• Teaching practice is develped through the evaluation of current practice and the identification of
professional learning opportunities.
Strong community partnerships have been established and parents are active participants in all aspects of the
• Parents are provided with specific information regarding classroom expectations and the role that they can
play in supporting their child including modelling and listening to reading, supporting spelling and
encouraging children’s writing through the Class Welcome Meetings at the commencement of each school
• Individually class teachers encourage parental involvement through class parent representatives, volunteer
rosters, open communication and participation in class activities, including incursions and excursions.
• A shared vision has been developed which identifies the school’s motto, Learn and Grow Together.
Teachers are committed to the development of these valuesacross all areas of the curriculum.
• The school provides clear opportunities for both formal and informal communication relating to literacy
outcomes including fortnightly newsletters, class email lists, a regularly website, case conferences, parent