Mathematics at Wanguri Primary School

At Wanguri Primary School, we are deeply committed to ensuring our students develop their understanding of mathematical concepts including Number, Algebra, Measurement, Space, Statistics and Probability.

As with our approach to literacy, our teaching pedagogy (the way we teach) is based in evidence. Maths blocks include:

Fluency

  • Designed to move knowledge from short-term memory to long-term memory.
  • Focusses on developing basic facts knowledge.
  • Transition: Subitising (identifying how many in a collection without counting), number recognition
  • Year One and Two: addition, subtraction, multiplication and division facts, telling time (quarter to/past, half past and o’clock) – In pairs.
  • Year Three to Year Six: addition, subtraction, multiplication and division facts (SPEED SHEETS), applying knowledge and solving problems inc. word problems which come from all areas of maths (MENTAL MATHS) – Individually

Daily Review

Daily Reviews are a fast-paced daily review of skills, knowledge and concepts that children need to know. They are a way to activate prior knowledge, strengthen previous learning and promote fluent recall. The reason behind the impact of Daily Reviews relates to ‘Cognitive Load Theory’ which explains the function of the brain and how memories are stored. Long Term Memory is like a huge mental warehouse stored with things we know and has an infinite capacity. Working Memory is like a mental work bench and it is where we think and process information. Working memory can only hold 5-7 pieces of information. The Forgetting Curve (Hermann Ebbinghaus) explained how memories are lost over time. However when spaced learning was introduced, the amount of memory lost was significantly reduced and with subsequent reviews, the initial learning was almost restored.

  • Designed to strengthen the connections in students’ memories.
  • Spaced Practice: Review prior learning every day
  • Interleaved Practice: Review 3 different sub strands in a single session previously taught (as opposed to last minute cramming)
  • Retrieval Practice: The act of bringing prior knowledge from the long-term memory into the working memory.

Explicit Instruction – of the concept set out in our scope and sequence

  • Involves active participation by both teacher and students.
  • I DO: The teacher models the strategy/concept/knowledge for students (I DO)
  • WE DO: The teacher provides scaffolded opportunities to collaborate with others to practice their new concept and deepen their understanding – this is when teachers are able to observe, correct misconceptions and re-teach where necessary. Teacher may also work alongside students during this session.
  • Systematic, direct

Independent Practice – to practice the strategy taught during explicit instruction. Scaffolded support is offered to students who require further assistance.

  • YOU DO: The teacher provides activities for students to complete independently or in pairs.
  • Students demonstrate their knowledge and understanding of the concept and teachers use this information is used as formative or summative assessments.
  • The practice activity comes straight after the Explicit Teaching.
  • Students to practice the exact strategy taught in the ET.
  • Teacher works with students – scaffolding and supporting.

Small Group Instruction

  • Based on common strategy stages (Meaningful Maths)
  • Strategy explicit lesson
  • Working with one group a day
  • Other students participate in a knowledge activity in mixed ability groups

Assessment

Teachers use a variety of assessment strategies including formative (exit passes, observations), summative (tests or final tasks) and diagnostic. The Progressive Achievement Test (PAT) is conducted Territory wide in Term 4. This assessment is shared through Wanguri’s semesterly written reports and informs teachers of progress over time and can identify gaps in knowledge / skills.

All students take part in the Global Strategy Stage (GLoSS) for Years 3-6 or Junior Assessment of Mathematics (JAM) for Years T-2. Students in Years 3-6 also take part in the Individual Knowledge Assessment of Number which is a fast-paced assessment designed to assess the automaticity of student knowledge. These assessments identify the knowledge or strategies that students need to learn to progress to the next stage.

To see more information regarding what these stages mean click the links below: