WINTHROP PRIMARY SCHOOL 2018-06-13آ  2 Winthrop Primary School Mathematics Curriculum Statement Through

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    WINTHROP PRIMARY SCHOOL

    WHOLE SCHOOL MATHEMATICS

    POLICY AND PLAN

    2018 - 2020

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    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

    and Probability

    • 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.

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    • 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

    4-6.

    • 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

    proficiencies.

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    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

    including:

    ➢ Students at Educational Risk, inclusive of gifted and talented students

    ➢ Students with learning difficulties

    ➢ EALD students

    ➢ Students of indigenous backgrounds

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    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

    model includes:

    • 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.

    Community Partnerships

    Strong community partnerships have been established and parents are active participants in all aspects of the

    school’s running.

    • 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

    year.

    • 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

    inte