Aims

 To link mathematic development with real life situations by accessing and participating within the wider community
 To respond to student mathematic needs by taking full opportunity of learning situations presented both within and beyond the
classroom

Vision

For all students at CTMS to use, and enjoy Mathematics through

oral, written and visual forms of communication

To use mathematics with confidence and for a variety of purposes

Goals

 To engage with the wider community through rich mathematic opportunities

 To use mathematic knowledge and strategies to support and develop critical thinking and life skills
 To apply make mathematic knowledge and strategy choices in a range of contexts
 To effectively receive, process and present mathematic ideas and concepts
 To enjoy and use mathematics creatively
 To use mathematics through the development of the Key Competencies
 To achieve age appropriate Mathematic National Standard achievement Levels in Number and Strand
 Gathering Evidence/Data

Assessment for learning in mathematics supports teachers in the process of

gathering information to:

 plan and modify teaching and learning programmes for individual

students, groups of students and the class as a whole Assessment Tools in Mathematics
 pinpoint students’ strengths so that both teachers and students can
build on them Assessments in mathematics are carried out regularly through
 identify students’ learning needs in a clear and constructive way so the year in each homegroup. (Refer Assessment Overview)
they can be addressed
The following tools are used:
 involve parents, families and whānau in their children's learning.
Assessment for learning in mathematics provides students with information
 5 Year Entry Test
and guidance so they can:  Numeracy Project Assessment – NumPa (Knowledge &
Strategy)
 plan and manage the next steps in their learning
 Progress and Achievement Test (PAT) Mathematics
 identify what has been learned and what steps come next
 E-asTTle-Strand assessment tasks
 recognise and understand their achievement levels in relation to
 Mathletics – Number/Strand assessment activities
National Standards
 Gloss assessment tasks - Number Knowledge and

Strategy assessment
 National Standards-Mathematics
 Web-based Mathletics Programme (Knowledge &
Strategy)
Rich Learning Opportunities provided for Gifted and Talented Students in
Mathematics

Over the course of a year we offer a variety of rich learning experiences and programmes to
respond to the learning needs of our gifted and talented students. These are some examples;

 Australian Mathematics Competition (AMS)

 ASB Getwise Mathematic programme
 Mathletics-Number and Strand development
 E-asTTle student self-assessment to support high achieving students developing and
monitoring personal learning goals and their learning performance
 Identifying Strengths and Learning Needs

Student needs are initially assessed through a range of assessment tools and tasks at the beginning of the school year. Mathematic and student needs
assessment is ongoing throughout the year using formative and summative assessment tasks and teacher observations.

Students with mathematic strengths and learning needs are identified and recorded on the school Special Needs Register. The Special Needs Register is
updated twice a year. If there are students requiring support in a particular area this may result in a special programme being put in place to address learning
needs.

The staff at CTMS work in partnership with parents, caregivers, families, specialists and other agencies to ensure the best outcomes for the students of both
special needs and special abilities.

Needs Analysis used at CTMS

Responding to our children as individuals is a very important part of the

CTMS charter.
Special Needs Support at CTMS
• Can we cater for this child in class?
While the majority of children’s needs are able to be addressed
• Can we cater for this child with school wide support?
• How can we best involve the parents/home? through school programmes, CTMS also employs/involves other
• Would this child benefit from a formal (IEP) and/or support individuals and agencies which include:
from outside agencies?
Extra In-class support for Learning and Teaching in Mathematics
CTMS also gather and analyse schoolwide assessment data to identify (if required)
learning needs and trends within groups of students and/or individual
• Reading Recovery teacher
students and to set student achievement targets in the school Annual
• Special Needs Teacher
Plan
• Resource Teacher of Learning and Behaviour (RTLB).
• Other support teachers/ agencies involvement e.g. SPELD,
• Student achievement targets are reviewed during the year
Assistive technology (Ministry of Education funded).
• Further learning support identified
• Appropriate learning support and/or personnel are identified
and future programme/s introduced
 Professional Knowledge/Skills, Resources

Clifton Terrace Model School staff value professional

development and the opportunity to enhance their
professional content knowledge in mathematics, pedagogy and
practice and building effective professional learning within
the staff. Staff are fully involved in setting personal goals,
and are encouraged to monitor their progress towards them.
Through the appraisal process, staff are supported to reflect
and make appropriate changes to their teaching practice in
response to current pedagogy and research.
Learning Pathways
At CTMS we believe that students need to be clear about
their learning goals, be aware of what success looks like and
receive feedback to support them in reaching their
Mathematics goals. It is important that they share their
learning aims, share in the process of developing success
criteria and that feedback is directed to the learning aims.

Links to Performance Appraisal

The Performance Appraisal process is linked to the school wide professional development focus and student achievement targets.

The staff are committed to attaining high levels of student achievement in Mathematic. An important aspect of this achievement
process includes a focus on; Number and Strategy skill development and developing student skills in identifying and monitoring
student Learning Goals and Next Steps. More recently there has been an emphasis on developing a shared understanding of the
Mathematics National Standards.

Classroom Observations also have an important link to Mathematics professional development. An appraisal observation focus and
criteria is agreed to by all staff members and opportunities are given for feedback and discussion by all staff. School-wide
analysis of the observations are also discussed at a staff meeting and the outcomes and recommendations are agreed in terms of
future professional development or ‘next steps’.
 Raising levels of literacy achievement
NAG 1
Each board of trustees is required to foster student achievement by
providing teaching and learning programmes which incorporate The National
Curriculum as expressed in The New Zealand Curriculum 2007 or Te
Marautanga o Aotearoa.
Through a range of assessment practices, gather information that is
sufficiently comprehensive to enable the progress and achievement of
students to be evaluated; giving priority first to:
 student achievement in literacy and numeracy, especially in years
1-8
NAG 2A
Where a school has students enrolled in Years 1-8, the board of trustees,
with the principal and teaching staff, is required to use National Standards
to:
(a) report to students and their parents on the student’s progress and
achievement in relation to National Standards. Reporting to parents in plain
language in writing must be at least twice a year;
(b) report school-level data in the board’s annual report on National
Standards under three headings:
i. school strengths and identified areas for improvement;
ii. the basis for identifying areas for improvement; and
iii. planned actions for lifting achievement.
Collection of school wide data
Information on students’ progress collected through school-
wide assessment samples is collated and analyzed in order to
determine the level of progress being made across the school,
within groups and to identify students who need further
support or extension. Data is entered onto our school
management system. This is then analyzed to;
• provide information on the progress of groups within
the school
• compare the progress of student achievement over
successive years
• identify students requiring support or extension in
specific curriculum areas
Once data has been analyzed, recommendations will be made for
future actions. These may involve changes to classroom
programmes, employing teaching personnel to work with
individuals or small groups, accessing specialist support (RTLB,
SPELD) or the need to purchase specific resources.
The CoPrincipals report this information to the Board of
Trustees so that student achievement targets can be evaluated
and areas of progress and need can be identified.

The Mathematics Classroom
Learning environment
 Students use learning materials and resources that support
group Learning Intentions
 Learning Intentions for each group are written on the
whiteboard and in student workbooks.
 Student Profiles/I-Kan sheets are stapled in student
workbooks to develop and support student self-monitoring
progress and achievement of number knowledge and strategies
 Student profiles/I-Kan sheets provide students with the basis
for identifying Next-Steps in the learning process
 Positive student & teacher attitudes towards mathematics
Mathematics includes;
 Numeracy and Strand development
 Group teaching related to Learning Intentions, student
Learning Goals and Next Steps
 Teacher directed activities
 Independent student activities
The Mathematics Programme
 Programme organisation is focussed on developing student
Number knowledge and Number Strategy skills.
 The application of number knowledge and strategy skills are
reinforced through Strand development; Geometry/
Measurement & Statistics.
 The weekly programme is divided into two sections; Numeracy
development for three days and Strand development for two
days
 Students are ability grouped based on assessed learning needs.
 Ability groups are flexible and reflect changing learning needs.
 Student group work with teacher operates on a schedule of 2
lessons in Numeracy and 2 lessons in Strand per week per group.
These may vary depending on individual learning needs.
 Group work focuses on developing Learning Intentions in
Number knowledge and Strategy skill knowledge.
 Mathematic assessment resources used within the programme
include; Numeracy Project NumP, Gloss Student Profiles & I-
KAN sheets, e-asTTle.
 The Mathematics Lesson
 Daily basic facts practice in pairs on the carpet followed by whole class ten multiplication & division questions based on the week’s table’s learning focus.
Students complete task at their desks
 Whole-class number knowledge warm-up act on the carpet.
 Each group’s work is briefly outlined while the students are on the carpet
 Teacher focus group comes to the carpet. Learning Intentions (LI) are written on the Whiteboard. Students record LI in their workbooks
 Learning knowledge and/or strategies are modelled by the teacher. Students discuss, model, practice and develop strategies using appropriate materials.
Students return to their desks to complete follow-up activities based on the Learning Intention.
 Teacher/student learning group is rotated
 Two ability groups work with the teacher each day.
 Students not working with the teacher are engaged in independent activities that are related to number maintenance and strategy work and practice activities
related to Learning Intentions
 Class gather on the carpet at the end of maths with a reflection on the day’s new learning.
Instructional strategies
 Learning Intentions & Next Steps are discussed with students. Student Profiles and I-Kan sheets develop self-monitoring of skill achievement
Math skills, knowledge and strategies developed through; Modelling, Questioning, Using wait-time, Prompting, Explaining, Feedback/Feedward
 The Mathematics Programme
 Unit plan is structured and based on the following for each of the maths
groups: knowledge learning intentions/strategy learning intentions/
The Mathematics Classroom activities to support this learning/materials and resources
required/assessment tools for monitoring the learning. Weekly plans are
 Students have access to and are encouraged to utilise a
developed only to day 2 to allow for flexibility
variety of math games (e.g. material masters) that relate to
 Assessment tools used within Kowhai for monitoring learning include:
their current domain of focus.
Diagnostic interview/GloSS/Strategy Snapshots/Informal observations
 Learning intentions for each group are displayed in the
 The weekly programme is split into four sessions. Monday, Tuesday, and
modelling book, students are also provided with a copy of
Wednesday focus on a particular Number domain. On Thursday the focus
the learning intention they are working upon to glue into
is a particular strand of mathematics.
their work book. Students are encouraged to make informal
 Each number session begins with a whole class number knowledge warm-up
jottings under the learning intention that capture their
activity (modified to suit all the students learning needs) to build and
mental processes for understanding the learning outcome.
maintain key knowledge.
 Student profiles/I-Kan (Numeracy Project) sheets are
 Students are group based on ability and learning needs determined
displayed on the wall to enable students to keep track of
through diagnostic, formative, and informal assessments. These groupings
the number knowledge and strategies they need to
are flexible.
learn/develop to achieve a particular stage within a domain.
 Each group receives four fifteen minute sessions each week with the
 Positive student & teacher attitudes towards mathematics.
teacher. The focus of these sessions is to develop the students number
 Students have access to calculators to allow them to find
knowledge and strategy use in relation to their particular learning needs
answers to calculations that may be beyond their capacity.
determined through assessment.
Furthermore, students also have access to computer
 When not engaged with the teacher in a group session students complete
programmes/internet websites that build upon and extend
independent activities that are related to their groups learning
their current areas of mathematical learning.
intentions. These activities may be internet based (Mathletics), book
 Each day the maths task board displays information for the
based (Figure it Out), and/or activity sheet based (Teachers Tools).
students regarding group rotation and expectations for
 Students complete assigned homework tasks on the Mathletics website.
independent work
Tasks relate to the strategy and number knowledge the students are
currently working on within their ability group. Tasks are activated on
Tuesday, evenings.
 The Mathematics Lesson

 Whole-class number knowledge warm-up activity (hot-spot).

 Explanation of the task board outline for the day.
 Students working with the teacher move to the mat area. Those students not engaged in a group session with the teacher begin their independent
work.
 Learning intention is introduce to the students; discussion may initiate regarding the type of thinking that could be involved around achieving the
learning intention. Students glue a copy of the learning intention into their books.
 Students begin responding to the new strategy through ‘The Strategy Teaching Model’ (Using Materials, Using Imaging, and Using Number Properties).
Students’ progress through the phases is determined by their ability to illustrate their mental strategy with materials (depending on the complexity or
size of the numbers involved).
 Instructional strategies that are implanted during the group session include: Modelling, Questioning, Explaining, Feedback, and Feed forward
 Before moving off to complete an independent follow-up activity relating to the new strategy, misunderstandings are clarified and important aspects
are reflected upon.
 Between teacher group sessions roving often occurs to assist students with their independent tasks.
 Follow-up sessions include marking independent work set during class, clarifying mis-understandings, and moving through the phases to enable the
students to confidently develop more sophisticated number strategies.
 The Mathematics Classroom
 Mathematics is timetabled daily for approximately hour each
day.
 Number is taught on Monday, Tuesday and Wednesday
 Strand development is taught weekly on Thursday and Friday
 Students have access to a wide variety of mathematical and
developmental equipment which they are encouraged to use this
equipment during the daily mathematics sessions and in their
own time.
 Students are encouraged to incorporate a multicultural approach
by counting in different languages as appropriate.
 Mathematical resources including games and web-based
materials are easily accessible
 Learning intentions are shared with each group
 Success is developed to support learning intentions
 Web-based programme-‘Mathletics’ is used to develop both
Knowledge and Strategy development and this programme is also
encouraged for home-learning.
The Mathematics Programme
 Learning progressions encourage a continuous, sequential
development rather than a series of separate tasks that need to
be mastered.
 Student’s mathematical thinking is challenged at the identified
developmental stage.
 Mathematical learning opportunities arise from events and
happenings, play and routines that occur naturally within the
junior learning environment.
 Students are encouraged to describe and explain their thinking to
help clarify their own ideas.
 Programme structured to support both knowledge teaching and
strategy development and problem solving opportunities.
 The Numeracy Project resource is used to support the classroom
planning and programme development in Number/Algebra
 I Can assessment tool is used to monitor students progress in
knowledge and strategy development
 Full Numpa Assessment is administered annually to identify
Operational Stage and Knowledge.
 The Mathematics Lesson

 Whole class number warm-up activity

 Class grouped for instruction. Those students who are not working with the teacher on the mat are supported to work independently on a
knowledge activity or practice strategy development
 Learning Intention shared with students working with teacher.
 Instructional strategies used during group session include modelling, questioning, explaining, manipulation of materials, feedback,
feedforward.
 Success criteria developed with the children
 Opportunities for children to practice their learning independently
 Opportunities for children to articulate their next learning step.
 Opportunities given for children to record their thinking in their maths book and to share their thinking orally.