01 - Department of Education and Communities - NSW Government

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GETTING THE FOUNDATION RIGHTNUMERACYEnsure thenew primarymathematicssyllabus isimplementedin classroomsand delivereffectiveimplementationof Mathematics,K-6.Effective Teaching forNumeracyIn 1997, a major focus was ontraining and the work of the 40district Mathematics consultantswho provided in-school strategicsupport in early numeracy.Key activities of the districtmathematics consultants includedcoordinating workshops on thedraft Mathematics K-6 outcomesfor over 1100 teachers andproviding classroom based supportfor early numeracy.A new early numeracy projectfor primary schools, Count Me InToo, was implemented in over 80schools by district consultants andteachers. The program aimedto get the foundations of numeracyright in the early years. It involvedteachers in assessing students’number knowledge and using thisinformation to design teachingactivities to improve the solutionstrategies students use.Studies of the effectiveness of theseprograms revealed that teachersfound working in an inquiry modelto develop units of work rewarding.The primary mathematics syllabuswas amended by the Board ofStudies to include clear statementsof the expected standards. It isthe first primary syllabus toincorporate outcomes in stages.However, the timetable for therelease of a syllabus addendum andwork sample documents changedsignificantly after Agenda 97 hadbeen promulgated. This change ledto less activity being appropriate inthe area of Mathematics than hadoriginally been planned for 1997.A variety of support documentswas developed and distributedto schools. The draft EarlyLearning Foundation Outcomes forMathematics were distributed toall Kindergarten teachers andrepresentative peak bodies forconsultation.Student NumeracyOutcomesThrough the Basic Skills Test,students are tested in aspects ofnumeracy involving number,measurement and space. Thenumeracy skills assessed include:• counting, addition,subtraction, multiplication anddivision• using fractions, decimals andmoney• estimating and measuringlength, area, volume, mass,temperature and time• using graphs• using and interpreting 2D and3D space and drawings• understanding position anddirection.The 1997 Basic Skills Test resultsfor numeracy indicate that:• almost all Years 3 and 5students demonstrateachievement of the skillsexpected of them• among Year 3 students, 89 percent achieved in Band 2 orabove and 70 per cent are inBand 3 or above22 DSE Annual Report 1997
GETTING THE FOUNDATION RIGHT• by Year 5, the percentage atBand 3 or above has risen andmore than half of the studentsin need of additionalassistance in Year 3 havemoved up into the competentrange, Band 3 and above• among Year 5 students, 94 percent achieve in Band 3 orabove and 80 per cent are inBand 4 or above• a majority of students are inthe upper skill bands fornumeracy – that is, doing wellor very well in the skillsexpected of them.For both Years 3 and 5 numeracy,the results are fairly stable with theexception of an atypically highmean for Year 3 in 1996. The Year3 1997 mean is 1.5 points lowerthan 1996, but very close to themeans of other years.Detailed results of the Basic SkillsTests can be found in the sectionMonitoring Student Progress laterin this volume.An example of a numeracyquestion included in both the Year3 and Year 5 Aspects of Numeracytests is shown in the box below.Examples of Numeracy QuestionsSchool and DistrictAchievements inNumeracyDeniliquin District joined withBroken Hill District to implementa program called Maths on the Net.The aim was to support smallisolated schools in both districts.The program utilises the Internet asa communication medium to allowstudents to pose and respond toopen-ended mathematics problemswhich are shared between theschools. Students were supportedin developing imaginative andthoughtful solutions to theproblems posed.The program has:• helped break down theisolation of small schools• encouraged communicationusing the Internet• developed students’cooperative skills• increased teachers’ awarenessof the method of open-endedproblem posing and solving• challenged students in the areaof mathematics• raised the technology skills ofstudents, teachers and parents.This question was included in both the Year 3 and Year 5 Aspects of Numeracy tests.21. This chart shows the number of students at the sports carnival.hundreds tens ones1997 BST Numeracy Achievements• 84% of Year 3 students can interpretgraphic information• 69% of Year 3 students can divide agroup of objects into three equalparts• 89% of Year 5 students can use theirknowledge of tables to solve aproblem• 59% of Year 5 students can useknowledge of compass directions todescribe a path taken.❝Teachers found the assessmentprocess highlighted the way thatchildren attack mathematical problems.It also illustrated weaknesses in theirmathematical knowledge. The teachingstrategies put forward by the programwere helpful in correcting lack ofknowledge and promoting conceptdevelopment in areas of need.❞Classroom Teacher Year 2Pacific Palms Public Schooltalking about the Count Me In TooprojectHow many students were there?This question required students to interpret this place value chart and write a number containinghundreds, tens, and ones (369).In Year 3, 67% of students answered correctly.In Year 5, 86% of students answered correctly.DSE Annual Report 1997 23
Page 1 and 2: The Hon J J Aquilina MPMinister for
Page 3 and 4: DIRECTOR-GENERAL’S REPORTThe foll
Page 5 and 6: DIRECTOR-GENERAL’S REPORTthe expa
Page 7 and 8: OUR LEGISLATIVE CONTEXTThe DSE oper
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Page 12 and 13: FINANCIAL OVERVIEWThe activities of
Page 14 and 15: FINANCIAL OVERVIEWaccommodation or
Page 16 and 17: FUTURE DIRECTIONS: AGENDA 98The pro
Page 18 and 19: GETTING THE FOUNDATION RIGHTLITERAC
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Page 28 and 29: GETTING THE FOUNDATION RIGHTCITIZEN
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Page 36 and 37: EXCELLENCE IN TEACHING AND LEARNING
Page 54 and 55: PARTNERSHIPS IN PUBLIC EDUCATIONREP
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Page 67 and 68: school principal or directly to the
Page 69 and 70: SAFE, CHALLENGING AND CREATIVE SCHO
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SAFE, CHALLENGING AND CREATIVE SCHO
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School reports on theimplementation
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A FAIR GO FOR ALLAboriginal Literac
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A FAIR GO FOR ALLposters were distr
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A FAIR GO FOR ALLTraining and Suppo
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A FAIR GO FOR ALLprofessional devel
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A FAIR GO FOR ALLThe communication
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Major processing improvementswere i
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MONITORING STUDENT PROGRESSOVERVIEW
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MONITORING STUDENT PROGRESSBasic Sk
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MONITORING STUDENT PROGRESSSpace199
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MONITORING STUDENT PROGRESSHIGHER S
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FINANCIAL STATEMENTSANDAPPENDICES
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DSE Annual Report 1997 103
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Department of School EducationOPERA
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CASH FLOWS FROM OPERATING ACTIVITIE
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Department of School EducationSUPPL
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Department of School EducationSUPPL
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$MIncome from• Global and Specifi
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The value of the liability for long
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(iv)Surplus PropertyProperty consid
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(v)Joint ArrangementsAs part of the
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Department of School EducationNOTES
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8. TRANSFER PAYMENTSDepartment of S
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17. OTHER PROVISIONSDepartment of S
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APPENDICESAppendix 1Senior Executiv
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APPENDICESThe Curriculum Directorat
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APPENDICESCreated a team approach t
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APPENDICESJohn Sutton, BA, Assistan
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APPENDICESPersonnel/Payroll Steerin
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APPENDICESAppendix 4Research and Ev
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APPENDICESPeriod ofVisitName and Po
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APPENDICESPeriod ofVisitName and Po
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APPENDICESKoreaIntensive Language S
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APPENDICESAppendix 9Major Capital W
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APPENDICESAppendix 10Annual Provisi
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APPENDICESInduction of Beginning Te
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APPENDICESNumber Title DateDG97.350
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APPENDICESPercent of Total Staff by
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APPENDICESFOI Requests Personal Non
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APPENDICESEnglish as a Second Langu
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APPENDICES• The Overseas Trained
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INDEXmission 2monitoring students p
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01 - Department of Education and Communities - NSW Government

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