This document provides information about the mathematics curriculum and teaching at Waituna Creek School. It includes: - An overview of the school's approach to teaching the number, algebra, geometry, measurement, and statistics strands. - Suggested timetables and frameworks for covering concepts across terms and year levels. - Details on planning, assessment, resources, and self-review processes to support high-quality mathematics instruction. - A 2012 target and action plan to increase the number of students achieving the national standards in mathematics.

1. WAITUNA CREEK
SCHOOL
Mathema'cs
and
Sta's'cs
Curriculum
Statement
2012

2. Mathematics and Statistics
In maths, our students enjoy exploring and using relationships in quantity, space and data and learn to express these relationships in
meaningful ways. Our pupils develop systematic approaches to solving mathematical problems.
Number and Algebra
• Develop strong number knowledge
• Use a range of school-wide numeracy strategies (mental and written) to estimate and calculate
• Discern when results of estimations and calculations are reasonable
• Recognise and represent patterns and structures in numbers, shapes and measures
Geometry and Measurement
• Know and use the properties and symmetries of shapes
• Describe position and movement
• Use a variety of devices of measure accurately, using both standard and non-standard units
Statistics
• Design investigations, collect, interpret and present data appropriately
• Make meaningful statements about patterns in data
• Investigate situations that involve elements of chance
The balance of the strands relates to proportions expressed in NZC and National Standards
The Number and Algebra strand underpins all teaching. The stages within each class will determine the amount
of teaching each group receives within other strands. Therefore there may be a group continuing in Number and
another working in Statistics.
The next page suggested a framework for coverage of the Mathematics Curriculum. It is important to note that
all children and classrooms at Waituna Creek are multi leveled and will have different learning needs, therefore
it is important to use the overview as a guide only.
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3. Suggested Mathematics Overview
Term 1 Term 2 Term 3 Term 4
1 Time and Shape Number:
Temp and Angle Number Proportion
2 Multiplication and
and Ratios
Place Value and Division
3
Number Knowledge
4 Number:
Multiplication and Length Volume, Number: Addition
5 Division and Area Capacity and Subtraction
6
7 Positions/ Transfor
Number:
8 Addition and Grids mation Number: Fractions,
Subtraction decimals and Algebra
9 Statistics percentages
10 Probability
The pink measurement units are on a 2 year rotation.
In Term 2/3 some students will not be ready for concepts in Multiplication and Division and teachers should continue with addition
and subtraction strategies with these children.
Teachers may choose for their release teacher to cover strand maths when appropriate. Also some statistics may be covered at start
of year when getting to know your class.
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4. Quality Teaching and Learning in Mathematics:
We know our teaching has been successful when new knowledge, understanding, skills and attitudes are accommodated by our
pupils with success, consolidation, independence and with meaningful results
In Mathematics the following key indicators describe successful teaching and learning at our school and provide the basis for teacher
performance appraisal.
Nurturing and positive learning By meeting individual needs and Building confident, willing learners who
environment encouraging success for all use knowledge to make a difference
The Student • be placed in a strategy group at their • know what they are learning and • apply new knowledge to real life
will: ability level when they have succeeded situations
• interact with teacher and peers • have student and group books • use the language of mathematics
• participate in group activities • peer tutor when appropriate • be able to monitor and manage self
• know the daily routines that occur when working independently
during maths times
The Teacher • provide an inviting, safe and stimulating • guide lessons around the learning • Link learning to students’ prior
will: learning environment goals they have set and shared knowledge and experiences
• engage students in rich conversation • give quality feedback / forward • participate in regular professional
about their learning • cater for diverse learning needs by development to enhance best practice
• ensure relevant materials are available grouping when appropriate • ensure practice and independent
at all stages of daily maths rotation • use a variety assessment tools to activities reflect strategies and
• model a love for learning assist with making overall teacher knowledge being taught
judgements
• develop knowledge and understanding
of expectations through liaising with
other schools
In the • effective teaching and learning practice • class enjoyment and confidence of • access to maths materials, texts,
Environment • celebration of success, through, mathematics displays and modeling books
you will see: praise, certificates, wonderwall and • students learning displayed and shared • children making links in and with
assemblies other curriculum areas
• maths timetable for daily rotation
• ICT tools to enhance motivation and
the grasping of key concepts
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5. Timetabling
A minimum requirement of four morning sessions each week for the duration of an hour.
Planning
The expectations of planning are that all teachers are prepared in advance to meet the needs of their students. Planning will reflect
the spirit and intent of the NZC. Planning formats will include the following information:
• Maths strand.
• Differentiated teaching and grouping information.
• Specific learning intentions for both whole class and group activities.
• Anecdotal information that could identify issues, achievement, areas of concerns, need for re-grouping, next step learning.
• Resources and materials required.
• ICT tools and Thinking Skills when appropriate.
• Links to other Curriculum areas where appropriate.
• School Values/Key Competencies.
• Opportunities for self/peer/assessment and reflection.
Key resources are the New Zealand Curriculum document and the Numeracy Project materials. Supporting resources include
www.nzmaths.co.nz and Figure It Out. Hands on materials and group-leveled activities provide instruction and consolidation of
learning.
Assessment
The primary purpose of assessment is to improve students’ learning and teachers teaching. Therefore assessment will take place
throughout the year as laid out in the assessment schedule. Twice a year progress and achievement will be evaluated and reported in
relation to the National Standards in mathematics (NAG 2a). Teachers will use a variety of tools such as NumPa, GLoSS, asTTle, PAT,
observations, professional judgements, exemplars and student voice.
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6. National Standards
Maths Towards At Curriculum Towards At Curriculum Towards At Curriculum Towards At Curriculum
Curriculum Level 1 Curriculum Level 2 Curriculum Level 3 Curriculum Level 4
Level 1 Level 2 Level 3 Level 4
Self Review
Teachers will evaluate their teaching and their students’ learning. The following questions will be built into the evaluation process of
units and students of their learning. Teachers will use the sheet provided to feedback to person compiling report. Example on next
2 pages.
STUDENT ACHIEVEMENT TEACHING CURRICULUM
Data will be collected in relation to the • What did I do to enable • Is the Waituna Creek
levels(NZC) and will show students who learning? documentation in this area
are: • Did I meet the diverse needs for relevant and reflect our
• At of the learners? practice?
• Above • What teaching strategies were • Does anything need changing?
• Working towards most effective? • What resources do we need?
• At risk • What did I do well?
• Showing special abilities • What would I change?
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7. WAITUNA CREEK SCHOOL
M ATHS S ELF R EV IEW P R OC ES S
Teachers to use these forms (part 1 and 2) to evaluate their
teaching and students’ learning at the end of Maths Unit
Part 1 - Student Learning
Date: Strand: Area:
Specific Learning Outcomes: In relation to National Standards in this strand - Comment on levels of student engagement and
numbers of students motivation:
At:
Below:
Above:
Teachers evaluation of key competency focus:
Key competency: Student/s who are showing particular aptitude in
this Strand:
How I incorporated Te Reo into my teaching?
What Maths vocabulary was taught in this unit?
Ways we used ICT within this unit?
Students at risk of not achieving in this Strand:
Suggestions for ICT use next time?
7

8. WAITUNA CREEK SCHOOL
M ATHS S ELF R EV IEW P R OC ES S
Part 2 - Evaluation of delivery of unit of work
Evaluation of delivery of unit of work Curriculum Review
What did I do to enable best learning in this unit of work? Is the Waituna Creek documentation in this area relevant and reflect our
practice? What needs changing?
How did I meet the diverse needs of the learners? Are the resources adequate for this topic?
What else can be provided?
What teaching strategies were most effective? Have we had adequate professional development in this learning area?
What might I change next time?
These forms will be completed individually or collectively towards the end of each investigation. The Principal will collect and
store them, along with any examples of work, exemplars and/or information that captures the students voice, and they will
be used for reporting as outlined in two year reporting schedule.
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9. Key Competencies in Mathematics:
Pupil competencies are strengthened and developed in our school through our school culture, classroom practices and explicit learning activities.
They form an integral aspect of our curriculum, providing a focus for personalised learning experiences and pupil self reflection. Our shared
understanding of ‘key competencies’ in mathematics is documented here:
The first two competencies can be thought of as ‘learning’ competencies, whilst the remainder are ‘personal’ or ‘social’ competencies. The
development of these key competencies in our pupils is central to and embedded in our professional practice. The key competencies are an explicit
and visible aspect in our curriculum.
Key competencies are not formally ‘assessed’ at our school, however, pupils do have the opportunity to reflect upon their own competencies using a
variety of tools.
Competency: What we understand: What we actually do:
Thinking Creative thinking School-wide numeracy ‘strategies’.
Critical thinking Senior Class - focus on word problems and transferring into a maths
Reflective thinking equation. Selecting key information and making language connections.
Questioning skills Use of web tools such as BBC bitesize
Consolidation of past startegies taught
Using language symbols and texts Interpret and use words, numbers, images, metaphor, Consistent language and symbols of Mathematics throughout our
technologies. school and explicitly taught
Use ICT to access, modify and communicate ideas. Calculator use.
Investigate personal response and response of others. iPads and Laptops
Managing self Intrinsic motivation. High personal standards. Good School-wide expectations and daily routines.
decision making. Sound work habits. Manages time. Set Independent tasks
and achieves goals. Book presentation/setting out of activities and Maths equations, using
date and WALT”s
Relating to others Good listeners and talkers. Recognise differing points of School-wide expectations. Co-operative learning opportunities.
view. Can compete/cooperate appropriately. Interact Bucket activities/games
successfully with diverse people in a variety of contexts.
Good winners / losers.
Participating and contributing Members of local, national and global communities. School-wide expectations. Group and Peer work.
Connected. Inclusive. Share and support. Take turns. Peer tutoring
Leadership/membership roles. Joining in. Group work
Online games against other schools nationally and globally
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10. Waituna
Creek
School
Mathematics
Target
2012
Strategic
Goal
1: Annual
Aims 2012Target
All students will achieve at or above, or Six students in the below will make more than
make significant progress towards, the 1b) To increase the number of students a years progress and achieve at their
National Standard relevant to their age achieving at or above the National Standard standard
and stage in Reading, Writing and for Mathematics and Statistics Four students who are well below will make
Mathematics and Statistics. more than a years progress and achieve at
least below or at their standard
Baseline
Data
Analysis
of
school-­‐wide
mathematics
data
(OTJ”S
against
National
Standards)
in
December
2011
identiBied
some
concerns
across
all
cohorts.
School-­‐wide
data
shows
that
all
year
groups
have
a
number
of
students
below
and
well
below
standard
in
their
mathematics
YR
GP AB At B WB T Overall School-wide Analysis of Mathematics Data at Start of 2012
Y1 0 2 0 0 2
40% of all students are below or well below standard in Mathematics
Y2 0 4 1 0 5
Y3 1 1 2 0 4 100% of Maori students are at or above standard in Mathematics
Y4 1 0 0 2 3 38% of boys are below or well below standard in Mathematics
Y5 2 1 1 0 4 44% of girls are below or well below standard in Mathematics
Y6 2 1 2 1 6
Y7 0 0 0 1 1
Actions to achieve targets Led by Budget Timeframe
1. Review assessment data with staff and determine the particular learning needs of 1-9 $600 allocated for Mathematics February to November but
target students. Principal
2. Monthly meetings to discuss progress target students. E learning budget increased to is reviewed throughout the
3. Plan an extended programme to meet the learning needs of the target students. assist with up skilling in year.
4. Work with parents, families and whanau around ways to support students’ 10 and 11
Students and teachers knowledgeNet
learning.
5. Targeted learning groups set up to give students below expectations a boost
6. School-wide professional development given to teachers on teaching mathematics ICT Contract PD days will have
11 a mathematics
and different learning styles.
7. Process put in place for teachers to reflect on and improve practice. ICT leader, teachers with focus so teachers are gaining
8. Professional readings and quality professional development put in place to ICT contract best practice ideas
support and guide teachers professional practice. and principal.
9. Moderation with other small schools developed so that there is consistency of 12
OTJ’s across the year levels Principal
10. Work with students to identify what they are struggling with in mathematics and
how it can be addressed.
11. ICT tools investigated to improve students’ progress and achievement.
12. Analyse year-end data to inform progress and planning for the following year.
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