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NUMERACY/MATHS

Maths (Tony Stokes)

Numeracy is a whole school focus of Princes Hill’s strategic plan and as such is central to all learning.

 

The OECD defines numeracy as:

‘Numeracy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.’

(OECD 2004)

 

I want to quote from a mathematics journal article entitled “I Hate Maths” written by Dr Paul Swan from Edith Cowan University.

noted it has become ‘cool’ to hate mathematics….. it is much more socially acceptable than an inability to read or write, and it is not thought to be a serious educational problem. Often people will say will a degree of pride. ‘I was never any good at maths’ Gordon (1992, p. 459).

 

Perhaps this is linked to how people were taught mathematics:

Skemp (1986) felt that the way in which mathematics is taught contributed to the development of anxiety toward mathematics. He suggested that rote learning of mathematics caused children to develop anxiety toward mathematics. Children are often successful in learning simple mathematics based on rote learning, but as the mathematics becomes more complex they can no longer just learn rules to cover all situations.

 

As they become exposed to problem solving situations children can no longer apply rote-learnt methods.

This helps to explain why many children start off enjoying mathematics but as they get older turn off mathematics.

We are well and truly in a different phase of learning in Australia where true understanding is valued over a simple “one size fits all” approach.

‘To be truly numerate, involves more than the acquisition of mathematical routines and algorithms, no matter how well they are learned. Students need to learn mathematics in ways that enable them to recognise when mathematics might help to interpret information or solve practical problems, apply their knowledge appropriately in contexts where they will have to use mathematical reasoning processes and choose mathematics that makes sense in the circumstances.’ (National Numeracy Review, 2008)

The reason for such an emphasis on these concepts of number is that it lays a solid foundation on which other mathematical concepts can be built up on. Number concepts such as place value and counting are continuously built upon throughout children’s mathematical journeys

 

How is this done?

We work within the meaningful context of inquiry wherever possible. As the inquiries develop and evolve within the neighbourhoods, so to do the possibilities to integrate other mathematical concepts that link back to the inquiry. For example the Year 2 Neighbourhood last year inquired into the concept of time. This allowed the neighbourhood to incorporate in a meaningful way ideas around informal measurements of time, clocks, calendars, seasons, animation with digital time and sequencing, measuring shadows, sand timers, pendulums, candle clocks, day and night amongs rich experiences such as an excursion to see all of the city’s clocks of interest.

Alongside this approach is a targeted diagnosis and intervention program delivered through differentiated sessions based on need. These targeted sessions combine the balance of deep understanding of key concepts and the development of efficient methods. . It is also tracked against our key concepts in number, which in turn is aligned to the Victorian and Australian Curriculum.

 

It is very common for parents to ask how they can help with the learning of maths.

Number one is having a positive approach to maths and drawing on experiences to contextualise what children are learning about. Whether it be cooking or interesting patterns you see, it all helps to build confidence and knowledge.

We recommend the use of Mathletics for Year 1 and 2 students as a way to consolidate concepts that are being explored within the neighbourhood as it is an engaging educational tool and helps to connect a home-school learning relationship. Students should be coming home with login details within the next couple of weeks.

 

On a very practical level, useful foundational skills like breaking up numbers is very useful. Try playing with numbers. For example, 7 can be made up of a 3 and a 4. Or it could be a 5 and a 2, 6 and 1 etc. Try doing this with hands on materials such as fridge magnets. Another simple and extremely useful strategy is automatic recall of doubles facts up to 20. These strategies help to build a strong number sense which is invaluable as children move into place value and addition and subtraction concepts.

Your involved interest and participation will go a long way to building positive outcomes in maths both for your children and others.

Ethan (2012)
Tonight I will be talking to you about the numeracy program and what it looks like within the Learning Neighbourhoods at PHPS

As a staff, we are committed to providing a curriculum and environment that challenges students to inquire into the world around them. Many opportunities for mathematical enquiry, growth, conceptual and skill based experiences are embedded within the inquiry. These give the students an authentic context in which to engage mathematically with the world in order to describe relationships, solve problems appropriately and creatively and to learn to effectively use the language of number, space, measurement, chance and data.

At PHPS we have a current whole school focus on the concepts of number. The reason for such an emphasis on these concepts of number is that it lays a solid foundation on which other mathematical concepts can be built up on. Number concepts such as place value and counting are continuously required when working with space, measurement, chance and data and therefore the importance of a deep understanding of number is imperative.

For this reason, as you may have already notice throughout the neighbourhood timetables, there are a number of specific workshops that operate independently from the inquiry units. These targeted and sequenced number based workshops are designed to teach children at the point of need from drawing on the data collected through assessment and tracking.

The learning agreement sessions enable the students to further explore the skills and knowledge that have been explicitly taught through workshops. As well as completing learning activities that are linked with the workshop focus; the Learning Agreement time enables a teacher to offer additional assistance, student teacher conferences and small group targeted teaching.

As the inquiries develop and evolve within the neighbourhoods, so to do the possibilities to integrate other mathematical concepts that link back to the inquiry. For example in the Year 2 Neighbourhood, through inquiry based learning, we are looking at how children experience, perceive and relate to time. This then allows us to explicitly teach concepts such as the measurement of time, looking at fractions in relation to half past and quarter past, collecting data and representing results through graphs.

As a Victorian Public school we are accountable to teach in alignment with the Victorian Essential Learning Standards and assess against the VELS curriculum. The Northern Metropolitan Region monitors our process and progress to ensure that the curriculum expectations are being reached.

We strongly recommend the use of Mathletics as a way to consolidate concepts that being explored within the neighbourhood as it is an engaging educational tool and helps to connect a home-school learning relationship.

Maths is all around us, all day every day, so enjoy identifying and sharing these experiences with your children.

Thank you

Ethan and Prep to 2 team.

Student Wellbeing in the Junior Grades.

We learn in social situations and under the umbrella of our school and community values; ‘Love of learning’, ‘Sense of Community’ and ‘Respect’ we aim to provide a consistent approach throughout the school in ensuring that all students feel safe and valued at school and have optimum conditions to learn.

We believe in creating positive partnerships and strong relationships with our student and parent community. We endeavour to work within the guidelines of our ‘Protocols’ which include active listening to others which is based on mutual respect, being aware of the safety and wellbeing of others, taking collective responsibility for our neighbourhood and school environment and helping each other to learn in the best way we can.

These agreed ‘Protocols’ are displayed in each neighbourhood and referred to in joint discussions and provide us with guidelines for maintaining a happy and caring environment.

The ‘Student Wellbeing’ team at PHPS comprises of representatives from throughout the school who meet regularly to continue to develop a whole school approach to ensure that our student body have a positive experience at school. We believe student voice is critical and that each student has the right to be heard and valued. We are guided by the work of Ramon Lewis from Latrobe University and work with him to assist us in our goals. We are involved in continued Professional Development with him and the belief that restorative and positive practices in student management are reflective of our community beliefs.

There are clear guidelines in dealing with playground issues and these are monitored regularly to ensure that matters are dealt with effectively. We have a team of ‘Peer Mediators’ who have been trained to assist in minor incidences between students in the playground. This connects to our belief that the teacher is not the only person at the front in dealing with conflicts and that empowering the students to be part of the process of caring and helping others to be responsible for the wellbeing of the group is crucial in a social setting.

We have embedded this learning in an initial Inquiry throughout the school in creating a climate where we function happily and with respect as a community and understand our rights and responsibilities. We are committed to treasuring all of our students as individuals and as part of a community and helping them to become confident and joyful learners who have so much to offer in their journey in their early years.

Kevin Siemonek ( Prep-2 Student Wellbeing Team)

ENGLISH  P-2

English is a particularly exciting curriculum area.

In the junior school especially, the growth of the children’s skills is highly visible. We are also thrilled about the development of our very own the junior school library.

Many thanks to those parents who have assisted in this process.

Teachers have been supported in their approach to the teaching of literacy with professional development provided by literacy consultants from the region.

In-school training sessions are taken to develop an understanding of these approaches, with a particular focus on developing competency in reading and spelling across all year levels.

 

Junior Library/Reading

This remains a work in progress as we wait for the computer (for the purpose of circulation) to be installed and for new books to be processed and added to the collection.

Like the main library, the books are organised as either picture fiction or non-fiction. The fiction books are stored in boxes which are categorised according to the reading strategies employed by the readers.

There are 5 stages of reading development that children progress through - Beginning, Emerging, Developing, Fluent and lastly Independent.

In the junior library, books are organised according to these stages so that children can more easily locate titles to support their progress.

As children move to the Independent stage, they are encouraged to use the main library as well.

Each box (and stage) is easily identified by a colour-coded strip on the front and the books have a matching coloured dot.

The criteria for each stage are on the side of the tubs as a guide for parents.

Beginning

Readers engage with the text using prior knowledge, rhyme sentence patterns and pictures to predict text.

Emerging

Readers engage with the text using prior knowledge, a small range of sight vocabulary, picture cues and exploring sound letter relationships for beginnings of words.

Developing

Readers engage with the text using prior knowledge, an increasing sight vocabulary, visual cues and a developing awareness of sound letter relationships. The child is willing to take risks on new texts.

Fluent

Readers engage with the text using prior knowledge and are developing strategies to predict and self-correct to make meaning.

The numbering of boxes in the non-fiction section reflects the Dewey system. Children will be able to locate books of interest to them; these are not categorised according to difficulty although all will support those who are in the early stages of reading.

We encourage children to read regularly; greater confidence will come with frequent practice.                               Thirty minutes a day is recommended.

However, the message we wish to convey to children is that reading is an enjoyable process.

We also ask that children are encouraged to respect books, caring about the way they are handled, the way pages are turned and that they move to and from school in a suitable bag.

When reading, there are 3Ps to keep in mind.

Pause: don’t rush in, give child time to explore picture

Prompt: What does it start with?  What would make sense?

Praise: Encourage all attempts.

Further reading tips can be found on the blogs.

The teaching of reading begins with shared reading of authentic texts. When the children engage with and derive enjoyment from the text, learning can more readily take place.

There is an emphasis on prediction and activating prior knowledge. This includes making predictions from examining the front cover, the title and of course the illustrations.

A shared text may be revisited over a number of sessions.

Word study, phonics, exploring text structures and different genres are all part of the investigation.

7 HRLTPs  High Reliability Learning and Teaching Practices for developing reading competency

1.    Getting Knowledge Ready

2.    Develop  vocabulary

3.    Reading aloud

4.    Paraphrase (in sentences) /visualise

5.    Say question that the text answers

6.    Summarise (in sentences)

7.    Review: What have we learnt from the text?  What have we learnt about reading?

 

Word study

Again, this is explored with authentic texts.

In prep, children will be engaged in letter explorations, beginning with their names.

The class inquiry and play and inquiry learning also provide a rich focus for these explorations.

There is no prescribed order for the exploration of letters.

The 50 most common and dependable (consistent) spelling patterns will then be explored as they arise in context.

Letter and word investigations will culminate in children making generalisations.

Children are empowered by creating generalisations about spelling themselves.

Phonological awareness is developed during both reading and writing.

Primarily, writing is the medium through which phonics is developed further.

By engaging in the process of creating invented spelling, children discover for themselves more about relationships between sounds and letters.

Children are expected to master the recognition and spelling of the 100 High Frequency Words by the end of year 2. These, too, are explored in context and not necessarily in order. However, as mastery occurs, children’s reading and writing skills are enhanced.                                                                           The 2^nd 100 HFW and the Oxford commonly used wordlists are also explored.

Children are encouraged to master the spelling of all of these words gradually, and to realise how being able to spell one word allows them to spell others. (made/Jade)

Beginning readers and writers benefit from exploring rhyming texts to assist in this process.

Developing words in context leads to a higher level of achievement.

Speaking and Listening

Reporting back and reflecting upon play and inquiry learning sessions provides an ideal opportunity for developing speaking and listening skills including the development of new vocabulary.

As children engage in these discussions, they will develop their ability to express their ideas with clarity, take turns and clarify meaning.

Again, we reinforce the skill of asking and answering questions in sentences.

 

Student Pathways and Transition

Welcome to all families to our information session with a special warm welcome to our new families to Princes Hill Primary School. May the years ahead be happy and successful for us all as a community of learners.

The Transition of children across the school in all neighbourhoods has been very smooth. The new Preps and their families have settled well into school life. New children have joined our community across the whole school. All the children have successfully commenced to work in their new neighbourhoods with new teams of teachers.

Across the school from Prep to year 6 we work in a consistent manner. As the children progress through school, they don’t need to spend time adjusting to differences in learning environments, language or approaches. For the children this means a seamless transition and consistent approaches to teaching and learning.

Children operate beyond friendship groups working in many different groups for learning.

These varied learning opportunities include, learning agreements, negotiated inquiries, workshops and target teaching at the point of need for each child. We aim to differentiate the curriculum for each child. Working with a team of teachers allows for many discussions about each child in different learning situations. Each child’s ongoing progress in all learning areas is tracked against the Victorian Essential Learning Standards and documented as part of inquiries.

We welcome parent participation in learning and in all areas of school life.

Family involvement plays a key role in helping students succeed in school and in building positive relationships for all in the school community. Collaborations also provide students valuable opportunities to work with parents as experts as part of learning experiences.

We are committed to building strong partnerships among home, school, and community and to partner with families and the community to support student learning in all areas of the curriculum in a variety of ways.

At Princes Hill Primary School we encourage regular and open communication between teachers, children and parents regarding learning, sharing of information, requests, questions, clarification or any other matter which would assist children’s learning and wellbeing.

Communication also facilitates reporting to parents on their child's learning using varied channels of communication. Getting parents involved in personal learning, helps to build strong relationships. Regular meaningful dialogue about learning and making learning visible is valued across the school.

We ask that you regularly follow the neighbourhood blogs for information about learning and associated events. Each child’s Ultranet space will also feature selected pieces of work. We strongly encourage Mathletics, the use of Readers and Writers Notebooks to reflect on books read and inspirations for writing. Please share your child’s portfolio with them.

We look forward to a successful year ahead and are excited about the learning which will occur.

 

 

Inquiry


Learning Agreements

Pedagogical and philosophical frameworks at Princes Hill Primary are implemented through our inquiry projects.

Every year level plans and designs an inquiry based on both child and teacher research.

During the Learning Agreement , children select areas of investigation which feed into the main neighbourhood inquiry.

The set up of the neighbourhood supports this and exposes the children to many languages of expression.

This year the whole school is looking at the concept of culture. The way in which the inquiry is implemented depends on the group of teachers, the age of the students and the specific co-hort.

The Learning Agreement document is a way for the children to document what they have been doing. We call this time ‘Learning Agreement’ because the children, along with teacher guidance, agree to complete a certain learning task with an attached learning outcome.

Learning Agreement time looks different depending on the age group of the children , as does the Learning Agreement document.

We would also like to invite you to speak with your child’s teachers as to when and how you can support your child during Learning Agreement time.