2012 Annual School Report - Gordon West Public School

PROGRESS ON 2012 TARGETS
Target 1
Numeracy K-6 Working Mathematically
Students will increase their knowledge, skills and understanding
to apply higher order thinking skills when working mathematically
in numeracy using the five interrelated processes
(questioning, applying strategies, communicating, reasoning
and reflecting)
Retain or increase the percentage of students in the higher
bands in NAPLAN numeracy by maintaining expected growth
from Year 3 to Year 5 at 75% (2011) and Year 5 to Year 7 at
72.5% (2011).
Our achievements:
Following the review of 2011 NAPLAN results, teachers at
Gordon West identified a weakness in the ability of students to
confidently approach and accurately complete questions which
required the application of a range of mathematical concepts to
higher order thinking, problem solving questions. Teachers developed
a shared vision and understanding of the importance
of the working mathematically processes to the teaching and
learning across all mathematical strands.
To increase staff confidence, knowledge and skills in the teaching
of working mathematically processes, Maths committee
members prepared professional learning experiences for K-6
staff, addressing each of the five processes of working mathematically.
Committee members were encouraged to partner
with a colleague from a different Stage in order to facilitate
awareness of outcomes and indicators appropriate to the various
Stages. Presentations on Applying Strategies, Questioning,
Communicating, Reasoning and Reflecting occurred during
Semester 2 staff meetings.
Initial discussion focused on approaches presently used K to
6 to teach the working mathematically processes and the positive
and negative attributes of these current teacher practices.
Research completed by George Pólya, a professor of mathematics,
noted for his work in mathematics education (Pólya’s
‘Four Stages to Solve Problems’) was introduced to teachers to
broaden their knowledge. DET Curriculum Support documents
highlighting effective teaching strategies were explored, with
teachers identifying and collating a list of successful strategies
to use in maths lessons.
During the presentation on ‘Questioning’, the distinction between
open and closed questioning was discussed. This led
to the introduction of Australian educator, Anne Newman’s
Prompts (1977). Newman devised five basic steps and a set
of questions to ask students whilst they are engaged in solving
mathematical problems in order to establish where and why
problems occur. The findings which showed that students need
to be able to read and comprehend 90% of the question resonated
strongly with the staff.
The final staff presentation introduced maths journal writing as
a valid, effective teaching tool. Staff were highly motivated by
this innovative approach. They expressed a strong interest in
embedding this tool into classroom practice in 2013.
Staff identified the following aspects of the target as requiring
further development in 2013:
- identification and collating of Stage appropriate mathematical
terminology for these processes across all strands;
- implementation of more open, flexible approaches to problem
solving lessons;
- increased opportunities for teacher modeling of the selection
of the most efficient strategies; and
- engagement of students in meaningful dialogue with their
peers using language and strategies specific to the task.
To empower staff to implement these strategies thoroughly, the
processes of working mathematically will form the basis of the
Numeracy Target for 2013.
Target 2
Literacy K-6 Writing – Persuasive Text
Students will continue to increase their knowledge, skills and
understanding of persuasive texts, building on their existing
comprehension and abilities. Kindergarten to Year 2 teachers
will be using Best Start Software to plot students on the
continuum.
Retain or increase the percentage of students in the higher
bands in NAPLAN Writing, by maintaining Year 3 % age proficiency
at 96% (2011) and increasing Year 5 % age proficiency
above 32% (2011)
Our achievements:
Following intervention and the post test assessments, the
teachers’ responses highlighted the need for further development
in the higher order skills of persuasive writing. These
include Audience Awareness, Text Structure, Ideas and
Persuasive Devices. While students are currently exposed to
these aspects of persuasive writing, further development is
required.
In Stage 1, ‘Ideas’ was identified as the category as the area
where students best performed. While they were able to form
an opinion on a topic and formulate simple sentences, they
had difficulty elaborating their ideas to persuade the audience.
Students also require greater awareness of the topic in order
to clearly distinguish fact from opinion. Students required
greater exposure to persuasive devices, in particular using
correct modality and writing complex sentences.
In Stage 2, ‘Conventions’ and ‘Text Structure’ were identified
as the categories where students best performed. Students
had a good understanding of grammatical structures and
correct use of basic punctuation. Students consistently demonstrated
a sound knowledge of appropriate text structure,
successfully using a teacher provided scaffold to present their
ideas. Post tests highlighted the need to further develop a
deeper knowledge of the theme and topic enabling them to
fully address and support their position. Further to this, students
require exposure to appropriate vocabulary to support
their argument with greater impact.
Stage 2 teachers identified ‘Audience’ as an area requiring
further development. To better involve the audience, future
student learning needs to focus on providing teaching and
learning activities enabling students to select deliberate language
choices and persuasive techniques that both support
their argument and engages and persuades the reader.
In Stage 3, ‘Text Structure’ and ‘Conventions’ were again
identified as strengths, with the majority of students having
a good understanding of correct punctuation and grammar.
While some persuasive devices were successfully employed,
rhetorical questions and modality required further development.
The higher order skills need growth including the ability
to establish a strong credible voice and influence the reader
by using precise and sustained language choices and persuasive
techniques.
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