Numeracy

  • RATIONALE:

    Learning mathematics creates opportunities to enrich lives and society. It develops the capacity, confidence and disposition to use mathematics to meet the demands of learning, school, home, work, community and civic life.  It ensures there is a future workforce to contribute productively and competitively in our ever-changing global world.

    As a school, we aim to:

    • demonstrate essential mathematical and numeracy skills necessary for successful personal, home, work and community life.
    • promote further study in Mathematics as a discipline or any other connecting disciplines such as Science, Geography and Economics for future employment and personal interest.
    • be active, thinking citizens, interpreting the world mathematically, and critically examining financial, social and political issues.

    ADPS believe that mathematics:

    • Should be taught every day (One Hour)
    • Data is used to differentiate teaching
    • Teacher monitor & track student progress
    • Includes the explicit teaching of mathematical strategies
    • Incorporates the use of concrete hands on materials (F-6)
    • Incorporates the effective use of Information and Communication Technologies.
    • Should be connected to the students real lives
    • Includes opportunities for continued learning by teachers.

    Implementation:

    • Mathematics curriculum based on the Victorian Curriculum F-10 for Mathematics.
    • It is organised around the content strands: Number and Algebra, Geometry and Measurement, and Statistics and Probability, and the four proficiency strands: Understanding, Fluency, Problem Solving and Reasoning.
    • The teachers will devise the yearly planners using the Victorian Curriculum F-10 prescribed content and achievement standards, activities, resources and progression points.
    • The teaching and learning programs will build on students’ interests, strengths, goals and learning needs, to ensure engagement and successful mathematics learning.
    • Teachers to use ‘Booker Text’ for common mathematic vocabulary across the school.
    • Student achievement measured at the commencement of each topic of work, and learning opportunities planned and provided to cater for the identified learning needs of each student.
    • Student progress in Mathematics recorded progressively for each topic.
    • Final judgements against the Victorian Curriculum  progression points will be moderated by teachers and reported in half and end of year parent reports, and the school’s Annual Report.
    • Student instruction will be at least 5 hours for all F-6 classes.
    • A Mathematics program budget resourced by School Council to meet identified priorities.
    • The Curriculum Professional Learning Community will oversee the delivery of the mathematics curriculum, provide ongoing teacher professional learning, allocate resources and promote the value of mathematics in the school.
    • Teachers have an agreed theory of practice of what makes an effective ‘Numeracy Session’ as outlined.