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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

interviews, class meetings, open nights / Art Show/Performances, twice termly P&C meetings and School

Board meetings.

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Teacher Reference and Support Materials

These documents provide an overview of the whole school, consistent approach to the delivery of Numeracy programs at

Winthrop Primary School.

Definitions and examples for the different approaches in the support pack are given as a reference for all teachers information

and to use when planning, delivering, moderating and assessing student learning across the school K-6.

While information provided in this booklet outlines the frameworks of the Numeracy program at Winthrop Primary School, it

should be stressed that engaging in specific professional development, dialogue and receiving on-going support is essential to

embed these approaches.

Contents

Page 6- Notional teaching time allocation to each learning area (PP-10)

Page 7 – 8: Winthrop Primary School Numeracy Policy

Page 9: Winthrop Primary School Whole School Numeracy Practices

Page 10: Numeracy Block

Page 11 – Teaching Expectations

Page 12- Instructional Framework

Notional Teaching Time

http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0018/321714/Advice-on-Time-Allocation-2016.pdf

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MATHEMATICS POLICY 2018 - 2020

Purpose:

Students will use mathematics to reason, learn and apply their understandings creatively and efficiently.

Principles

At Winthrop Primary School it is the teaching of numeracy has:

• a structured, coordinated and whole school approach from K to 7

• a structured, coordinated and whole school approach to the assessment and monitoring of student progress

from K to 6

• the explicit teaching of essential maths skills fostering a deep understanding of mathematics concepts using a

hands-on approach to learning

• a basis in the principles, philosophy and strategies of First Steps in Maths

• a structured and consistent approach to developing students’ understanding and application of concepts, across

all strands, in practical contexts involving multi-step tasking and the integration of the proficiency strands

• 25% of our daily instructional time

• specific targets for each content block for each year level

• staff actively engaging in professional learning to continue to up-skill in knowledge and confidence in delivering

maths programs

• provision of accurate and reliable reporting of student progress to parents in a timely fashion

The Winthrop Primary School Whole School Literacy Plan is delivered in line with the Western Australian Curriculum and

Assessment Outline and links directly to the following publications:

➢ Strategic Plan for WA Public Schools 2016 – 2019

➢ Disability Access and Inclusion Plan 2012 – 2017

➢ Focus 2017

➢ Western Australian Curriculum and Assessment Outline

➢ Classrooms First Strategy

➢ Early Years Framework

➢ Curriculum, Assessment and Reporting Policy

➢ Aboriginal Cultural Standards Framework

Procedures

• Each teacher will be provided with a Numeracy file, which will contain the

a number of resources to support the implementation of the Winthrop Primary School (WPS) Whole School Literacy Plan.

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• Each teacher will use the WPS Whole School Numeracy Plan to direct the planning of teaching and learning

programmes for the class.

• Each teacher will collect and collate evidence of student achievement as

directed by the whole school numeracy plan.

• In term 4 each year, teachers will hand over of documented assessments in Numeracy as per WPS Assessment

Schedule on the WPS Transition document.

• Each teacher will engage in ongoing critical reflection of the Whole School Literacy Plan and all supporting

resources to enable ongoing development and modification to the plan

• Each teacher will have input into team based operational planning in English.

• Each teacher will have input into team based budget planning linked to school targets and operational plans.

The Role of the Administration Team:

Each member of the administration team will support the Whole School Literacy Plan by working collaboratively and

supporting teachers to implement the Whole School Numeracy Plan by:

• Providing support for teachers to plan and implement teaching and learning programs and to collect, analyse and

moderate student achievement data

• Providing feedback to teachers on their effective implementation of the WPS whole school numeracy plan.

• Provide opportunities for staff development in areas linked to the Whole School Numeracy Plan

• Supporting parents to work collaboratively with teachers to support Numeracy

• Demonstrating educational leadership in the area of Numeracy

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Whole School Numeracy Practices

At Winthrop Primary School our Numeracy programs allow students to be supported with the necessary scaffolds for them

to achieve success.

The Gradual Release of Responsibility Model explicitly guides our teaching and learning practices in all learning areas.

• Lessons begin by familiarising students with the concept or strategy. This has also been called ‘tuning in’ or ‘strategic

immersion’.

• Analysis of the strategy or concept, for e.g. “why is this strategy the most effective to use in this situation” or “what is

the role of the topic sentence at the start of each paragraph?’.

• Modelling is used at the beginning of a unit of work or when using specific strategies or processes. While this is vital it

is of paramount importance that the students’ need for frequent demonstrations at other key points of the teaching

cycle is addressed.

• Sharing is an important step in the process of releasing control as students are supported with their ideas.

• Guiding allows students to ‘rehearse’ their constructed understandings while having their teacher present and

providing feedback.

• Applying understandings and skills independently allows students to be in control of the ideas and information. The

teacher continues to support and encourage the students, feeding their observations and evaluations into further

planning.

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Numeracy Blocks

A daily one hour numeracy block to explicit teaching, focusing on important ideas and making the focus clear to students and

following the WPS instructional Framework

Numeracy Block Components

A Balanced Numeracy Program incorporates a variety of numeracy strategies, carefully selected materials for each activity and

a responsive teacher.

Warm Up

Whole Class Teaching

Modelled Maths

Reflection

Guided Maths

Independent Maths

Warm Up (instructional framework 1 Warm Up)

The numeracy block starts with the whole class working together. This is a warming up or tuning in experience where students

work together on a strategy or skill that will be developed further in the whole class activity.

Examples could include:

• Finger plays

• Skip counting

• Chants

• Songs

• Big Book

• Movement activities (make a group of 4, make a small shape etc)

• Counting with the 100’s chart

• Flash cards

• Number games (Guess my number)

Whole Class Teaching (Instructional framework 2 Inform and Inspire)

The whole class focus builds a community of mathematics learners focused on a common aspect of numeracy. This may be a

modelled approach where the teacher introduces or revisits a new concept. It could also be a shared approach where the

teacher and students jointly work through the process. When using a shared approach the teacher prompts students,

questioning and supporting them as they reinforce, modify and extend their skills and understandings.

Groupings now occur with the approach determined by the needs of the students.

Modelled Maths (Instructional Framework 3 I do- Show and Share)

This approach is brief and dynamic. The teacher introduces the learning experience, demonstrates effective strategies and

makes explicit the mathematics to be focused on in the session. The teacher “thinks aloud”. The students observe, ask

questions and, directed by the teacher, model the strategies for themselves, explaining their workings.

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Guided Maths (Instructional Framework 4 We do – Try and transfer)

This involves the teacher guiding a small group of students with like needs as they think, talk and work their way through a

mathematical experience. Following a brief introduction by the teacher, students have the opportunity to choose strategies

and materials they will use. The teacher elicits responses from the students to determine their concept development (and

misunderstandings!) – it has to be more than “I did it in my head”.

Independent Maths (Instructional Framework 5 – You Do – Apply and Action)

This follows directly after a guided maths session where students work individually with the teacher prompting and helping at

each student’s point of need. Students engage in independent mathematics directly related to the work they were doing in

their small teaching group.

Reflection (Instructional Framework 6 – Review and Revise)

Reflection or whole class share time can be done in many ways. It may be recording the strategies they used in a maths journal,

articulating to the group the process or problem-solving technique they used in the session or the teacher might record the key

concepts in a class big book. Teachers might also use a cooperative learning tool or structure to allow students to reflect on

their understandings.

It is the teacher’s role to:

• emphasise connections

• encourage sharing of strategies

• make the mathematics explicit

• raise challenges

• promote a language to talk about mathematics

• encourage students to reflect on what they have learned, how they learned and what assisted them in their learning.

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Numeracy Teaching Expectations

All teachers will:

1. Teach Mathematics in line with the Early Years Learning Framework, the Kindergarten Curriculum (K)

2. Teach Mathematics in line with the Western Australian Curriculum (P-6)

3. Teach Mathematics in line with the Winthrop Primary School Whole School Literacy Policy and Plan.

4. Plan and structure numeracy lessons in line with the Winthrop Primary School Instructional Framework

based on the Gradual Release of Responsibility Model (Pearson & Gallagher, 1993)

5. Ensure all Mathematic programs:

➢ Plan for time on task: Substantial blocks of time allocated to literacy every day – totalling a minimum

of 6 hours per week .Plan to teach basic facts: Mathematics programs include explicit instruction in

basic number facts and recall. Emphasis to be placed on the interconnectedness and inverse

relationships between the four operations.

➢ Plan for balance: Mathematic programs have a balance of instructional programs including all 4

strands of Mathematics.

➢ Plan for connections: Numeracy is not practiced in isolated classroom activities. Teachers will focus

on mathematical practices across different learning areas and link children’s numeracy practices from

home and outside school activities with school learning.

6. Provide a numeracy block of a minimum of 60 min duration encompassing the 6 key elements of warm

up, whole class, modelled, guided, independent mathematics and a reflection time.

7. Utilise the DoE Naplan Planner http://det.wa.edu.au/curriculumsupport/naplanplanner/detcms/portal/

as a tool for planning.

8. Utilise iMaths program (or agreed other) P-6

9. Administer, analyse and use as basis for planning the following assessments as per WPS Assessment

Schedule:

➢ On entry Assessment P (yrs 1 and 2 for identified students)

➢ Use of backward mapping of On Entry Data to inform planning and teaching in K

➢ iMaths Readiness Test P-6

➢ Westwood Basic Fact Maths Test 1-6

➢ .ACER Mathematics 2-6

➢ Naplan results in Yrs 3 and 5 (Numeracy) .

➢ Naplan intervening results grouped by performance descriptor as:

VERY LOW LOW SATISFACTORY ABOVE WELL ABOVE

Input mathematic assessment data as per requirements of Winthrop Primary School Transition

Handover Document

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WINTHROP PRIMARY SCHOOL INSTRUCTIONAL FRAMEWORK

Full size WPS Instructional Framework can be found on WPS Community Connect

Instructional Framework is visible in every teaching space at WPS

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