The planning and programming of Mathematics is designed to give students opportunities to:
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1 NUMERACY AGREEMENT PURPOSE The Lucindale Area School Numeracy Agreement outlines the agreed approaches to teaching Mathematics and Numeracy across the school. It will outline school specific approaches to teaching Mathematics and Numeracy under this agreement. This Agreement ensures consistent approach and language is being used across the school and that all staff are confident and competent in teaching Mathematics and Numeracy in a broad range of contexts. RATIONALE To be Numerate is to have the capacity, confidence and disposition to use mathematics in daily life. Being numerate means being able to problem solve and reason with mathematical concepts and to fluently apply these in a range of contexts. We believe that all students can be powerful, successful lifelong learners of Mathematics. Every student has the right to at least one year of growth in Mathematics, for every year of learning. Students should be supported to develop a broad range of Mathematics skills that will enable them to be numerate, productive and active citizens. Our school is committed to building the capacity of all staff as a result of high quality learning, collaborations and the development of quality teaching and learning programs. PROGRAMMING AND PLANNING The planning and programming of Mathematics is designed to give students opportunities to: Choose and use mathematics Allow for the development of the proficiencies: understanding, fluency, problem solving, reasoning Develop positive dispositions and transversal skills for powerful learning Use mathematics in real life situations Key elements to be used for programming and planning should be: Australian Curriculum: Mathematics, with particular focus on the proficiencies General Capabilities, Cross Curriculum Priorities, and across all Learning Areas
2 Learning Design Engaging community members/trades/professionals with real life mathematical skills Opportunities for powerful learning, including positive dispositions and transversal skills Clear focus on mental computation skills AUSTRALIAN CURRICULUM: MATHEMATICS P R O F I C I E N C I E S U n d e r s t a n d i n g, F l u e n c y, P r o b l e m s o l v i n g, R e a s o n i n g N U M B E R A N D A L G E B R A M E A S U R E M E N T A N D G E O M E T R Y S T A T I S T I C S A N D P R O B A B I L I T Y N u m b e r a n d P l a c e V a l u e U s i n g U n i t s o f M e a s u r e m e n t C h a n c e F r a c t i o n s a n d D e c i m a l s S h a p e D a t a R e p r e s e n t a t i o n a n d I n t e r p r e t a t i o n R e a l N u m b e r s M o n e y a n d F i n a n c i a l M a t h e m a t i c s P a t t e r n s a n d A l g e b r a L i n e a r & N o n - l i n e a r R e l a t i o n s h i p s G e o m e t r i c R e a s o n i n g L o c a t i o n a n d T r a n s f o r m a t i o n P y t h a g o r a s a n d T r i g o n o m e t r y BIG IDEAS IN NUMBER There should also be a strong focus on developing the Big Ideas in Number: L E V E L B I G I D E A 1 E n d o f R e c e p t i o n T r u s t i n g t h e C o u n t D e v e l o p i n g f l e x i b l e m e n t a l o b j e c t s f o r t h e n u m b e r s E n d o f y e a r 2 3 E n d o f y e a r 4 4 E n d o f y e a r 6 P l a c e v a l u e T h e i m p o r t a n c e o f m o v i n g b e y o n d c o u n t i n g b y o n e s, t h e s t r u c t u r e o f t h e B a s e 1 0 n u m e r a t i o n s y s t e m. M u l t i p l i c a t i v e t h i n k i n g T h e k e y t o u n d e r s t a n d i n g r a t i o n a l n u m b e r a n d d e v e l o p i n g e f f i c i e n t w r i t t e n a n d m e n t a l c o m p u t a t i o n s t r a t e g i e s i n l a t e r y e a r s. P a r t i t i o n i n g T h e m i s s i n g l i n k i n b u i l d i n g c o m m o n f r a c t i o n a l a n d d e c i m a l k n o w l e d g e a n d c o n f i d e n c e.
3 5 E n d o f y e a r 8 6 E n d o f y e a r 1 0 P r o p o r t i o n a l r e a s o n i n g E x t e n d i n g w h a t i s k n o w n a b o u t m u l t i p l i c a t i o n a n d d i v i s i o n b e y o n d r u l e b a s e d p r o c e d u r e s t o s o l v e p r o b l e m s i n v o l v i n g f r a c t i o n s, d e c i m a l s, p e r c e n t, r a t i o, r a t e a n d p r o p o r t i o n. G e n e r a l i s i n g S k i l l s a n d s t r a t e g i e s t o s u p p o r t e q u i v a l e n c e, r e c o g n i t i o n o f n u m b e r p r o p e r t i e s a n d p a t t e r n s a n d t h e u s e o f a l g e b r a i c t e x t, w i t h o u t w h i c h i t i s i m p o s s i b l e t o e n g a g e w i t h b r o a d e r c u r r i c u l a e x p e c t a t i o n s a t t h i s l e v e l. COMPONENTS OF A MATHS PROGRAM The DECD requirement for the provision of Mathematics / Numeracy per week is a minimum of 300 minutes for students Reception Year 7. Lucindale Area School commits to the provision of a minimum of 180 minutes of Mathematics/Numeracy instruction per week for Years Aspects that make the teaching and learning program effective would be: A common language and agreed practice across the site Use of Australian Curriculum glossary for terms and definitions Opportunities for a mixture of mental tasks, problem solving or investigations, and explicit teaching of strategies Time for reflection Teaching of the literacies of Mathematics and the comprehension strategies required for Mathematics learning Opportunities that demonstrate mathematics in real life situations ASSESSMENT AND REPORTING Teachers will use diagnostic, formative, and summative assessments throughout the year to inform teaching and learning programs and to make informed judgments about student progress. Summative assessment through standardised testing across the school should be in line with DECD requirements. What When NAPLAN Term 2 PAT-M Week 7-10 Term 3 SACE Stage 1 SACE Stage 2 Dates provided by the SACE Board Dates provided by the SACE Board Written reports are sent home twice a year, at the end of term 2 and term 4. Students are reported against the Australian Curriculum achievement standards using A-E grades or word equivalents. Other reporting may take the form of feedback to students, parent meetings or 3 way interviews.
4 AGREED TARGETS NAPLAN Reception Year 1 Year 2 PAT Maths scale score Curriculum Satisfactory achievement of Foundation achievement standard Achievement at C or above Year 3 Band 3 or above 101 or above Year or above for year level achievement standard Year 5 Band 5 or above 112 or above Year or above Year 7 Band 6 or above 121 or above Year or above Year 9 Band 7 or above 123 or above Year 10 Year 11 Year or above Achievement of C or above in all SACE Stage 1 subjects Achievement of C- or above in all SACE Stage 2 subjects Credit awarded for SACE Board recognised learning DATA COLLECTION AND ANALYSIS Staff will analyse NAPLAN and PAT-M after the testing each year at school level. SACE data will also be analysed in the areas of Mathematics. Collaborative moderation, within sites and across sites within the partnership, to ensure the consistency of grade allocation against the Australian Curriculum will occur.
5 INTERVENTION Students can be identified by site based diagnostic, formative or summative assessment processes or NAPLAN and PAT-M analysis. Schools are required to implement the 3 waves of Intervention: Wave 1: Classroom Differentiation Wave 2: Intervention Programs Wave 3: Negotiated Education Plan and other specialized Individual Learning Plans NUMERACY ACROSS THE CURRICULUM Lucindale Area School staff will use the General Capabilities Numeracy Learning Continuum to support the promotion and development of numeracy across all curriculum areas. The Australian Curriculum General Capabilities Numeracy states: Using mathematical skills across the curriculum enriches the study of other learning areas and contributes to the development of a broader and deeper understanding of numeracy. Therefore, a commitment to numeracy development is an essential component of learning areas across the curriculum and a responsibility for all teachers. It is essential that the mathematical ideas with which students interact are relevant and meaningful in the context of their lives. This means that all teachers: identify the specific numeracy demands of their learning area/s provide learning experiences and opportunities that support the application of students general mathematical knowledge and skills should be aware of the correct use of mathematical terminology in their learning area/s and use this language in their teaching as appropriate. PROFESSIONAL DEVELOPMENT Lucindale Area School will provide appropriate opportunities for Professional Development around Mathematics/Numeracy for teachers, leaders and SSOs in line with the School Improvement Plan and Partnership Strategic Plan.
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