Numeracy At…. Southport State High School. Why are we here? Global citizens Real life numeracy ‘in action’

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Presentation transcript:

Numeracy At…. Southport State High School

Why are we here? Global citizens Real life numeracy ‘in action’

How does this align with ACARA? Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. The Numeracy learning continuum identifies the related mathematical knowledge and skills, and contextualises these through learning area examples.

Our Core Objectives that all students become life long learners that all students enjoy, and are engaged in relevant numeracy demands that students have opportunities to transfer their numeracy knowledge and skills to contexts outside the mathematics classroom that all teaching staff are responsible for developing numerate citizens that all students feel confident in their own numeracy capabilities that students develop critical thinking skills aligned with senior numeracy outcomes

Our Strategy (F.R.A.M.E.S) Fractions, Decimals, Percentages Ratio, Proportion & Rates Arithmetic ( +, -, x, ÷ ) and Algebra Measurement units and conversions Enlargement & Reduction (scale factors) Statistics or Shape

Why FRAMES? Numeracy ContinuumAustralian CurriculumFRAMES Estimating and calculating with whole numbers Number and Algebra Measurement and Geometry A Recognising and using patterns and relationships Number and Algebra Statistics and Probability A/R Using fractions, decimals, percentages, ratios and rates Number and Algebra Measurement and Geometry F Using spatial reasoningMeasurement and Geometry M/E Interpreting statistical information Statistics and Probability S Using measurementMeasurement and Geometry M

How FRAMES works within the school At the start of each week the students Maths teacher will present them with a pre- test question, followed by an explanation Once per week they will practice a similar question in their other classes (prepared by the numeracy rep), therefore being exposed to the type question at least 6 times that week At the end of each week the students Maths teacher will conduct a post test to assess the distance travelled & re-teach if necessary The Maths teacher will record their pre and post tests on a spreadsheet to form targeted intervention strategies

Example of weekly questions – F (Fractions, Decimals, Percentages) Maths Mark ran 2 1 / 3 km and Shaun ran 3 1 / 5 km. Find the difference in the distance that they ran. Science In the first week of Chantel’s experiment seedling A grew 3 ¼ cm and seedling B grew 2 1 / 6 cm. Find the difference in the growth of the two seedlings.

Tracking student progress….. Keeping pre and post test results allows us to identify deficits and track student achievement.

Year 9 Music – Criteria Sheet

The story so far…. A-C LOA junior secondary ( 12% increase) Year 7 (above both Australian and Qld mean 2013 & 2014) Year 7 (above both Australian and Qld NMS% 2013 & 2014) Year 9 (above Qld and on par with Australian mean 2013 & 2014) Year 9 (above both Australian and Qld NMS% 2013 & 2014)