School Name

 

Belvoir Park Primary School

 

Year

August 2005 – June 2006

 

Issue

 

Developing Processes in Mathematics through Problem-solving Activities

 

 

Issue:

Developing Processes in Mathematics through Problem-solving Activities

No:

1

of:

2

 

Specific Objective(s)/Target

What are we aiming to achieve and by when?

·1 To teach problem solving as part of a three-stage numeracy lesson by June 06.

·1 To use problem solving exercises to develop pupils’ mathematical communication skills.

·2 To raise Maths AU scores 20% by May 2006.

Baseline reference point:

How well are we doing at the moment?

 

 

 

 

·1 The staff has had training in the numeracy strategy.

·2 Inspection results provide a numeracy baseline.

·3 We have started to introduce a three-stage numeracy lesson.

·4 We are beginning to make learning outcomes clear at the start of the lesson and recapped at the end of lessons.

·5 Some form of problem solving exists in all classes.

·6 We have a new co-ordinator.

Success Criteria

How will we know if we have succeeded?

Include timescale where appropriate.

 

 

·1 By June 2006 all numeracy lessons will follow the three-stage format.

·1 By June 2006 problem-solving units will be taught by all teachers.

·2 By June 2006 children will have enhanced their mathematical communication skills.

·3 By May 2006 Maths Au scores will have improved by 20%.

Led by:

Heather Coates

Actions (What are we going to do in order to achieve our objectives and the targets stated within our success criteria?)

Co-ordinator Actions

·1 To make all staff aware of the numeracy action plan.

·2 To monitor the progress of the plan through classroom observation by Co-ordinator.

·3 To track mathematical scores using all available data.

·4 To plan staff INSET related to these targets.

 

Staff Actions

·1 Attend SEELB Staff Development Day on Developing Processes in Mathematics through Problem-Solving Activities (Aug 05).

·2 Include problem-solving activities and identified mathematical processes in medium-term planning

·3 Plan, teach and evaluate at least 2 problem-solving activities each half term.

·4 To set targets using the NIC levels and monitor their progress.

 

 

 

 

 

 

 

 

 

 

 

MONITORING (How are we going to monitor the implementation of the programme?)

Evidence collected by:

Heather Coates

By means of:

(How and when)

 

 

 

 

 

 

 

 To watch teachers teach Maths.

To collect, analyse and evaluate pupils' work.

 

 

Analysed by:

 SMT & CLT

Reported to:

 All Staff

RESOURCES (COSTS)

Human/material/time

 

 

 

 

 

 

SUPPORT

(Including INSET - indicate whether school based or centre based)

 

 

School & Centre-Based Support
   

 

EVALUATION

At the end of the implementation period of the action plan how will you decide how successful you have been?

What success have you had and why?

What has gone less well and why?

  

 

FUTURE DEVELOPMENTS

Do you need to do anything differently in order to bring about the improvements you were looking for?