At Karama School we aim to ensure high-quality mathematics education for all students. Learning mathematics creates opportunity to enrich lives and society. It provides the capacity and confidence to meet the demands of learning, home, community, work, and civic life. It ensures preparation of a future workforce ready to contribute effectively and competitively in a continuously-changing global world.
Our vision of high quality mathematics includes conceptual understanding, problem solving, making connections across representations and mathematical concepts, and engaging in reasoning and argumentation necessary for everyday life. Mathematics is a core subject and forms a regular part of the daily program.
- The Karama Scope and Sequence is the document that teachers will use as a timeframe for their programing.
- Focusing on the progression of Meaningful Maths (NZ) global stages through Emergent (stage 1) to Advanced Proportional (stage 8).
- Number is the major strand delivered in class programs and is incorporated across the curriculum where, and as possible to develop understandings of numeracy of everyday life.
- All other strands will be delivered across each term and revisited regularly to consolidate student knowledge and skills and integrated where possible.
- High expectations and interventions are essential.
- All students can achieve given sufficient time and support.
- All teachers can teach to high standards given the right conditions and assistance.
- All teachers will engage in professional learning and be reflective in their practice.
- Teachers will document their learning goals so that all students will articulate their learning.
- Modelling books will be incorporated as part of teachers and students mathematical resource.
- All teachers will collaboratively plan with their colleagues of a similar year level.
- Teachers will implement programs and focused explicit teaching in response to deliberate and regular assessment and monitoring.
- Students will be exposed to numeracy specific vocabulary derived from the Australian Curriculum and Meaningful Maths (NZ)
- The minimum recommended indicative hours per week for teaching and learning of Mathematics as per the NT DET requirements are:
- Transition to Year 4: 4.5hours
- Year 5-6: 4 hours
However, at Karama School we have a minimum expectation of 5 hours per week across the school.
- Teachers are expected to program and plan using documents as below:
- Northern Territory Alignment of Australian Curriculum with NZ Maths
- Meaningful Maths Portal Site
- Linking to sites such as:- Scootle, Moodle T-9 Net
- Progressive Achievement Test (PAT) – Years 1 – 6
- GloSS and IKAN assessment (Primary)
Junior Assessment of Mathematics (JAM) (Early Childhood)
Australian Curriculum Alignment – Minimum expected achievements for Number
By the end of year:
|End of Year Tiers|
|TIER 1||TIER 2||TIER 3||TIER 4|
|> Stage 3||= Stage 3||= Stage 2||< Stage 2|
|> Stage 4||= Stage 4||= Stage 3||< Stage 3|
|> Stage E5||= Stage E5||= Stage 4||< Stage 4|
|> Stage 5||= Stage 5||= Stage E5||< Stage E5|
|> Stage E6||= Stage E6||= Stage 5||< Stage 5|
|> Stage 6||= Stage 6||= Stage E6||< Stage E6|
|> Stage E7||= Stage E7||= Stage 6||< Stage 6|
Measurement, Geometry, Statistics and Probability refer to the Australian Curriculum.
Planning, Programming and Assessment
|Term one||Term two||Term three||Term four|
|Purpose of assessment||Grouping & teaching &
|Grouping and teaching & Final Reports|
|Assessment||JAM, IKAN, GloSS, PAT MATHS||JAM, IKAN, GloSS, PAT MATHS|
|Ongoing assessment||Student evaluation will occur within Learning Goals|
|Date due||Week 5||Week 5||Week 5||Week 5|
|Data entry||Data to be entered by Week 5||Data to be entered by Week 5||Data to be entered by Week 5||Data to be entered by Week 5|
- Class grouping will initially be determined by JAM or IKAN and GloSS.
- New students are required to be tested by their class teacher upon enrolment.
- Refer to Karama Scope and Sequence for the year levels that you are teaching (U:Teacher Public – Curriculum – Maths)
- Term planning is to follow the Karama Scope and Sequence and the Karama School Term Planner template used (teacherpublic/programs2017/mathstemplate)
Areas to be included in Term plan:
- A learner context (NZ Maths stages)
- Content Descriptors and Elaborations that reflect the Karama Scope and Sequence and Australian Curriculum
- Integrated Content Descriptors (How other strands are covered throughout the term)
- Teacher reflections
Weekly Planning (Number and Algebra)
- Content Descriptors
- Teaching Strategies
- Resource References (specific resources)
Lesson structure sequence
- Knowledge focus (15 minutes)
- Rotations (2 x 15 minutes) (see Page 4)
- Reflection (5 minutes)
|Phase||Knowledge Focus||Strategy Focus|
|· Involving all students by enhancing the opportunities for a diversity of responses, effective modeling of the students’ strategies for others and developing a collective learning focus.
· Share the knowledge focus with students as learning outcomes.
· Present the concept to be learned through demonstration and discussion with the whole class.
· Introduce the problem to the whole class.
· Discuss the conditions of the problem as well as potentially useful strategies and sources of information.
· Form the class into co-operative groups/pairs.
2 x 15 minute groups
|· Have practice activities organized as seat work or stations for students to visit.
· Students work in groups.
|· Students work in teams to solve the problem.
· You may bring the class back together to discuss progress.
· You may want to make available scaffolding ideas, such as hints and suggested strategies.
|Class Warm down
|· Summarise the learning outcomes from today’s lesson, making connections to previous lessons and existing knowledge.||· Students share their solutions with the whole class.
· Provide connections to other mathematics and contexts and have students reflect on the power of their strategies.
Students At Risk in Numeracy
|At Risk Students
||Cause for Concern Students
|Targeted Learning Groups
The first 5 aspects should always be included and take at least half of the session
|Things to Consider
Initial data from school records
Term 1 and 4 Pat Maths results
|How to implement a lesson
Classroom Resource Box
Each classroom teacher will receive a resource box with a content list attached to the top of box. The content of the box will differ depending on the year level.
- Please ensure that you look after the box and equipment as it will need to be returned to the math resource room (library) at the end of the year with all of its contents included. Teachers will use a checklist provided by the Curriculum Leader to check off resources. If equipment is missing, you may need to replace missing pieces from your class budget.
Classroom Curriculum Folder
In the school curriculum folder the following documents can be found:
- Effective pedagogy in mathematics (Educational Practice Series)
- Book 1 – The Number Framework
- Book 2 – The Diagnostic Interview (assessment package)
- Book 3 – Getting Started
- Book 4 – Teaching Number Knowledge
- Book 5 – Teaching Addition, Subtraction and Place Value
- Book 6 – Teaching Multiplication and Division
- Book 7 – Teaching Fractions, Decimals and Percentages
- Book 8 – Teaching Number Sense and Algebraic thinking
- Book 9 – Teaching Number through Measurement, Geometry, Algebra and Statistics
Teachers also have folders for:
- JAM Testing
- IKAN and GloSS tests (Tests 2&4) Test one for Term Two, Test Three for Term Four.
All teachers will be involved in ongoing professional learning throughout the year.
- New teachers will be given the opportunity to attend induction sessions, extra PL, observe other classrooms and receive model/team taught lesson demonstrations. All teachers can access the professional development link on the NZ Maths website as well as, the Meaningful Maths website via the School Portal.
Shifts in Development – The Journey
|Stage One – changing the organisation of your mathematics class
|Stage Two – Focus on the subject
|Stage three – Focus on the student
|Stage four – Focus on student learning
ACARA accessed 21/11/2017 (www.acara.edu.au) Source: BES Ministry (2003), Askew, Brown et al (2002)
New Zealand Maths, https://nzmaths.co.nz/ (2012)
Meaningful Maths Portal (Updated, 2017) http://web.ntschools.net/w/ntnzmathsacalignment/Pages/default.aspx