Curriculum Content and Coverage

The Curriculum delivered will include National Curriculum Achievement Objectives, and Special Character focuses developed at a school-wide level.

Programme Emphasis

• Number knowledge and use of number strategies is the primary focus of mathematical learning in the school, aiming to develop competence in the use of number and the four operations.

• Observe and appreciate God’s order and creativity in the patterns and rules of Mathematics

• Develop an interest in and enjoyment of Mathematics

• Understand and work with the four basic mathematical processes: addition, subtraction, multiplication and division

• Use Mathematics confidently in everyday life i.e, estimating, counting money, giving change, measuring distance, capacity etc. and using statistics effectively

• Develop expertise in problem solving, logic and reasoning, and communication

• Work with a wide range of mathematical experiences

• Have quick recall of multiplication tables and basic facts as a tool for solving problems

• Use equipment and technology as an aid to understanding and checking

Teaching Methodology

• Initial learning concepts in number and other strands of Mathematics will be developed using concrete materials, moving to imaging and finally to abstract calculation.

• Teaching and learning practices as outlined on www.nzmaths.co.nz (moving to Tahurangi in June 2024) will ensure good practice in the classroom.

• Teaching should involve a range of strategies, problem solving and concept exploration.

• Group modelling books should be used as a tool for both teaching concepts in groups, as well as a record of student achievement, development and progress and as a reference point for student revision.

• Programmes will show evidence of monitoring, teacher assessment, student self and peer assessment.

Characteristics of an Effective Maths Lesson

• Motivation is best achieved through experiential concrete learning, using contexts relevant to the students.

• Clarity of learning is best achieved when learning outcomes, success criteria and exemplars are used to enhance self-regulated learners.

• Teacher modelling provides reinforcement of understanding of key ideas.

• Self-assessment (de-emphasises the teacher’s input and empowers the learner).

• Teaching strategies should include: modelling, prompting, questioning, giving feedback, listening to student responses, and explaining

Coverage

Each term will include a strand which a context will be based around. The relevant/natural number that connects to this strand will be taught accordingly.

Refer to yearly Curriculum Schema to determine which areas of Mathematics are taught when. In the Junior end of the school, there will be a more Number focus. 

Assessment

Formative Assessment & Overall Teacher Judgments (OTJ’s)

Mathematics OTJ’s must be based upon a variety of assessment across the NZC/Te Mātaiaho.

By itself, a one off test result is not sufficient to determine an OTJ. As well as the imprecision involved in a single test result, e-asTTle Maths tests do not cover all the aspects of mathematics competence described by the NZ Curriculum/Te Mātaiho. However, an e-asTTle test could be a major ‘anchor’ in terms of evidence in making an OTJ.

Annual Assessment Plan Requirements

Refer to the SACS Assessment Plan