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CPS ANNUAL REPORT 2017

2017

2017 Campbell Primary School Annual Report LEARNING AREA: NUMERACY Numeracy remained a focus area in 2017 with the adoption of the iStar pedagogical model to achieve a whole school connected approach to the teaching of Mathematics. Key strategies to support student improvement in Numeracy included: ■■ ■■ The implementation of the iStar connected practice model to develop shared pedagogical practices in the teaching of Mathematics across the school. This includes a whole school approach towards adopting explicit learning practices, such as explicit, differentiated learning intentions and a common methodological approach to structuring individual lessons and units of lessons. The consolidation of initiatives within classrooms to facilitate differentiation and provide opportunities to enrich and accelerate learning, including: ■■ ■■ ■■ purchase of MathsOnline, which has facilitated self-paced online individual learning and facilitated the differentiation of the curriculum within classrooms and in case management processes; the consolidation and promotion of computer programming in classrooms to enrich the Mathematics curriculum, including holding the ‘Hour of Code’ during National Numeracy and Literacy week; and, continuing to support and promote Numero as a whole school strategy to improve student fluency and reasoning in Mathematics through: upskilling ■■ ■■ teachers, the Partnerships with Parents program, open classrooms and student engagement in Numero competitions. Target setting for individuals and groups of students based on an examination of school and system data in numeracy; Implementation of Case Management for identified students. Future Recommendations: ■■ ■■ ■■ ■■ Complement the adoption of the iStar pedagogical model through: ■■ ■■ ■■ the Introduction of PR1ME Mathematics resource books and the Concrete – Pictorial-Abstract approach to support explicit teaching; providing staff with ongoing professional learning around the introduction of the iStar model and PR1ME Mathematics text books; and, the introduction of a Mathematics vocabulary scope and sequence to improve Mathematical literacy. Use target setting documents to support planning for student improvement in 2017 and 2018. Provide training and assistance to new and current teachers to continue up-skilling them in Numero. Implement a whole school problem solving and mental strategies program, based on the PR1ME bar method problem solving strategy 14

2016-2019 Business Plan Numeracy Targets ■■ High levels of Year 3 achievement in NAPLAN are sustained into Year 5; (achieved) In 2015 – 65% of Year 3 students achieved above National Mean In 2017 – 68% of Year 5 students achieved above the National Mean ■■ ■■ ■■ Maintain or increase the percentage of Year 5 students achieving in the top 20% of the state in NAPLAN Numeracy to be above 30% aspiring to be above 40% in 2017; (not achieved - 30% ) Year 3 to 5 data to remain in the higher achievement quadrant when compared to like schools, aspiring to achieve in the higher achievement and progress quadrant; (achieved) Maintain positive results in Year 3 and 5 for non- English speaking background subgroups when compared to like schools and National means; (achieved). The School mean for Year 3 and 5 EAL/D student achievement is 530, remaining above the state, national and like school means. NAPLAN 2017 - Numeracy Results The tables below describe the students’ performance in Mathematics from the 2017 NAPLAN testing. Average scores are compared with Like Schools, WA and Australian averages. Year 3 Year School (mean) Like Schools Western Australian Australian Difference Between School and Like Schools 2017 416 426 400 409 -10 2016 418 415 393 402 +3 2015 431 408 387 398 +23 2014 430 411 390 402 +29 Year 5 Year School (mean) Like Schools Western Australian Australian Difference Between School and Like Schools 2017 515 511 486 494 +4 2016 511 505 483 493 +6 2015 519 511 481 492 +8 2014 515 498 476 486 +17 The Year 5 cohort continue to achieve above Like Schools and increased their percentage within the top 20% of the distribution; however, the Year 3 cohort has dropped below Like Schools in 2017 and there is a need to continue to increase the percentage of Year 3 students achieving in the top 20% of the distribution. We have also noted a decrease in the number of students achieving in the bottom 20% of the Year 5 cohort. To support student improvement and address areas of concern we will continue a case management approach into 2018, consolidate the adoption of the iStar pedagogical model and continue to use data to set targets for individual students and groups of students within cohorts. 15

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