1. THORNBURY PRIMARY SCHOOL

2. Multi-aged class Mainstream class Steiner class

3. GETTING KNOWLEDGE READY READING ALOUDVOCABULARY LITERACY SPECIALIST 7 HRLTPS PEER OBSERVATIONS LEARNING WALKS REVIEWING QUESTIONS SUMMARISING PARAPHRASING EARLY LEARNING ORAL LANGUAGE PROJECT PROTOCOLS LITERACY ASSESSMENT SCHEDULE LITERACY RUBRICS P.D. PRACTISE LITERACY

4. Exploring numberlines, doubling whole numbers and fractions.

5. Resources & equipment: tape measures, rulers, string, tiles, MAB, various materials that can be used as informal units of measure Goal:To and use formal and informal measurement units for length Pre-requisite skills & knowledge: Be familiar with language: taller, shorter, longer, height, width EngageWhole Class Explicit introduction: Today we are going to be exploring measuring length. Get chn. order selves from shortest to tallest. Find a partner who is about the same height. Find a partner & describe in a sentence who is taller. ExplorePut up statement’ it is said that your arms span is the same length as you height’ Find out if this is true. Provide students with various measurement materials both formal and informal. ExplainChn. share findings and what measurement strategies they used.  List any questions students have about measuring. Elaborate Use measurement skills to find the height, length, width of various objects inside or outside the classroom. *Encourage capable students to use formal measurement. EvaluateHow did you measure items ? What did you find out about measuring? What did you notice about the measurements of different objects ? GRADE 2/3 ‘Making Choices’

8. Guiding Principles for all Mathematics Lessons Make the goals for learning explicit to students. Have most of the class working on tasks beyond their current levels of thinking. Communicate high expectations Reinforce classroom norms for working. Explicit number fluency practice.

9. ACTIVITY TITLE : Around the World (Mellita) Purpose Develop mental computation skills. ACTIVITY Class sits in a circle, one student is chosen to stand behind one of their classmates. Decide whether to add or subtract the dice numbers. Teacher rolls the dice. The first person to answer between the standing student and person sitting in front is the winner. If it was standing the student- they move onto the next spot in circle. If it was the sitting student, they swap places with the standing student and move onto the next spot. The person who makes it to the end point in circle (Around the World) is the winner ! Possible adaptations Multiplication of dice numbers. Use 10 or 20 sided die etc. Equipment 2 dice (the larger the better)

10. BEAT THE CALCULATOR NUMBER MASTERMIND

12. ACADEMIC VISIT Analysis of and advice in response to our NAPLAN results for 2008 Advice on essential resources Identifying the key priority elements of Numeracy we should be focusing on To model lessons in the P/1 and grade 4 which build understanding and cater for a wide ability range within the junior and middle school.

13. NAPLAN 2008 School Summary Report

14. NAPLAN 2008 Year 5

15. NAPLAN 2008 Grade 3

16. AIZ Online Testing

17. NAPLAN 2009 Grade 3

18. Year 3 Online results *** *

19. BUILDING UNDERSTANDING WORKSHOPS

21. NUMBER RUBRICS

22. WHERE ARE WE NOW?

23. Monitoring & Assessing PLTs are using data from a variety of sources (ondemand/online testing, EY interview, classroom observations of what student say, make, write and do) to inform Learning logs & ILPs. Assessment rubrics started Online testing

24. Teaching and Learning Timetabled PLT, year level and area meetings Introduction to planning templates 2/3 team weekly planning differentiated lessons using launch, explore, summarise model Daily number fluency in most classrooms. Introduction and exploration of E5 framework Established practice and proforma for ILPs and Learning Logs.

25. Professional Learning Established professional learning teams both at year level (which combines the 2 streams) and EY, MY and college of Teachers (Steiner) Established peer observation procedures Documented protocols and proformas for peer observations

28. Professional Learning Established professional learning teams both at year level (which combines the 2 streams) and EY, MY and college of Teachers (Steiner) Established peer observation procedures Documented protocols and proformas for peer observations 5 week professional development cycle.

30. LEARNING WALKS

31. WHERE TO NEXT ? Develop maths plan Develop rubrics for all numeracy dimensions Inducting new staff Numeracy PD Monitoring and supporting Indigenous students

32. CHALLENGES Time Teacher participation Partner and team planning Data.