Instructional Model

Numeracy Policy

Rationale:

Mathematics enhances our understanding of the world and the quality of participation in society. It enables cultural, social and technological advances, whilst empowering individuals to be critical citizens in a contemporary society. Mathematics is used widely in our society to describe and make sense of the world.  The aim of the schools Mathematics program is to develop in students a confident understanding of mathematical concepts, processes and the ability to apply this knowledge effectively to real life situations.  Each child will experience success and achieve appropriate learning outcomes. Important mathematical skills and concepts will be experienced by students in our Mathematics Workshops as well as the School Maths Rangers program.

Aims:

The Mathematical aims for students are to:

• Display important Mathematical skills to assist in gaining future general employment and the ability to function successfully in society.
• Become equipped with strategies to solve practical Mathematical and work-based problems.
• Build a strong base understanding of Mathematics that allows them the opportunity for further study in the discipline.
• Empower them to identify Mathematical connections and be able to relate Mathematical concepts, skills and Maths processes to solving and posing Mathematical Problems.
• Give them confidence to create and maintain their Mathematical knowledge and to instil a sense of self-assurance to apply and acquire new knowledge and skills when needed.

Implementation:

• The numeracy content is derived from the Victorian Curriculum of Mathematics.
• The Mathematics curriculum is organised around the interaction of three content strands and four proficiency strands.
• The content strands are Number and Algebra, Measurement and Geometry and Statistics and Probability. These describe what is to be taught and learnt.
• The proficiency strands are Understanding, Fluency, Problem Solving, and These describe the how content is explored or developed, that is, the thinking and doing of Mathematics.
• ‘I can statements ‘are student friendly written statements which directly identify the skills students need to learn. These are used within termly and weekly planning documents, Pre/Post-testing with student centered goal setting and to highlight/celebrate student growth on reports.

          Support:

• Teachers will be supported through Maths coaching from their Team Leaders in consultation with the Learning Team Leader. These Leaders will assist during planning time and meet with teachers for one to one sessions.
• The Head of Numeracy will also lead the Maths Learning Team.
• A Maths Resource trolley is set up in each of the Learning Communities and is the responsibility of the PLC Leader and team to maintain.
• The Maths PLC will work towards lifting the profile of Maths throughout the school and community through family Maths nights, Maths network meetings, Maths week activities, newsletter articles, information night displays, implementation of Mathematics Rangers program/brochure and professional development both external and internal.

Classroom Practice:

• At John Henry Primary School Mathematics is a fluid moving, student needs based, type of Maths Workshops. Maths groups are run within Learning Communities and allow greater targeted learning opportunities.
• Maths Groups are expected to run for 4hrs per week (most commonly 4 x 1hr sessions) The Maths Rangers Program is expected to be implemented for another hour per week.
• 5 hours of Maths per week is the minimum expectation.
• The program is a Pre/Post-Test model which directly identifies the individual learning needs of students, allows for explicit, targeted teaching and allows students learning growth to be clearly identified. Mathematics concepts are taught over three-week blocks. This aligns with the current best practices for teaching of Mathematics.
• Students initially sit an online Pre-Test through the Essential Assessment Program; they are then placed in an ability based group dependent on their learning needs. The first lesson of the three-week block will be where students look at their Pre-Test to identify their known skills, identify their unknown skills and to set their individual learning goals for the remainder of the unit. After completing their Post-Test, students the next day receive their graded test back. This is where success of meeting learning goals is celebrated and growth for the Maths unit recorded onto Compass so parents can view the progress.
• With the assistance of Essential Numeracy Assessment, Pre and Post-tests allow for a school wide consistent approach that highlights students learning growth in each Mathematics Strand.
• The Mathematical lesson structure is consistent throughout each classroom.

Every lesson consists of:The ‘Engagement’ section or ‘Tune In’ introduction, where the students learning focus for the lesson is explained WALT (We Are Learning To), discussed and examples demonstrated.

The ‘Practice’ section, involves students working through mathematical problems and building confidence in the concept. Students will rotate through a mixture of explicit teaching focus groups, strategy or skilled Maths game groups, consolidating math skills worksheet groups and online Maths program groups.

The ‘Reflection’ stage of the lesson allows students to look back on their learning (did they achieve the WALT), ask questions, receive feedback, share findings and discuss the real life relevance of the Mathematical concept learnt.

• The students participate in a school specific designed ‘Maths Rangers’ program. The program aligns with Dianne Siemen’s ‘Developing Big ideas in number’ and was developed to instil the key basics of number sense into our students, while creating a fun and rewarding Maths program for all.
• This program is currently carried out by all classes for one hour per week. With a large focus on all Foundation students aiming to achieve their Yellow Ranger Belts by the completion of the year. The program has been developed to include a direct link to the curriculum and align itself with “I can” statements.

         Assessment:

• Assessment and evaluation will be an ongoing part of the classroom program, consisting of planned formal assessments/tests, Maths investigations, informal games and teacher observations and weekly formative assessments.
• Progress will be evidenced through pre and post testing of each unit, anecdotal records, On Demand testing and Maths Master testing. Khan Academy will be used for extending students. Whilst the implementation of a PSWPS Response to Intervention Team will assist those students in need.

Other recommended assessments for best practice:

• Early Years Interview/Online Interview
• Study Ladder assessment
• Khan Academy Assessment
• Checklists of progression points/developmental stages
• Anecdotal records
• Ongoing/regular assessment e.g. tables
• End of unit assessments
• Diagnostic tests
• Assessment task
• Maths Investigations
• Work Samples
• Observation/Questioning
• Goal setting, self-assessment, personal reflections

Evaluation:

This policy will be evaluated as part of the school’s three review cycle or as deemed necessary by the Leadership Team.