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Mathematics Transition Stage 3 and 4

Introduction

Schools in the Stage 3 and 4 Transition Project investigated and documented approaches for curriculum transition models to cater for students in Stage 3 and 4 mathematics. Each network of schools developed an action plan that brought primary and secondary teachers together to discuss and collaboratively plan teaching programs. Priorities included embedding the mathematics continuum of learning across Stage 3 and 4, working mathematically and strategies for curriculum differentiation. Networks were encouraged to establish a key person in every school to coordinate the transition program. The curriculum was delivered in flexible ways, and the classroom learning environment modified. Professional learning for primary and secondary teachers strategically focused on areas which would effectively improve student learning.

Project Aims

The aim of this project was to promote sound pedagogical practices and ensure smooth curriculum transition for all students. Teachers networked, collaborated, discussed and planned programs which identified and addressed the needs of students. Teachers identified common areas of for focus and developed a timeline of milestones for the project. Schools used NAPLAN data, observational data as well school assessment to identify the common areas of need. The curriculum plans were developed and implemented by both primary and secondary teachers.

Project model commonalities

A major focus was placed on providing constructive feedback, strategies for problem solving, understanding and fluency, critical and creative thinking and working mathematically. Priorities were made for opening the channels of communication between Stage 3 and 4 teachers, observing teaching practice and planning programs with common teaching strategies. Successful components of transition projects:

  • regular planned network meetings and teacher discussion times
  • executives adapted timetables so that schools aligned professional learning afternoons
  • schools developed a Curriculum Transition 5 P’s Action plan for their network with agreed meeting times, timelines and milestones
  • time for teachers to analyse NAPLAN data and discuss school data together to find common elements for focus in both the primary and secondary teaching programs
  • schools identified the areas along the mathematics continuum of learning for focus and built on the prior knowledge of students
  • teachers focused on effective teaching practice which would enhance student learning
  • organised combined professional learning, to build a shared understanding of effective pedagogy and the mathematics K-10 continuum
  • teachers shared assessment data and data walls
  • teachers surveyed their students to explore attitudes to learning and gathered feedback on how students felt they learnt best
  • teachers collaborated online using google classroom, a Weebly, google documents and Edmodo
  • teachers observed each other teaching and delivered lessons to reduce differences
  • teachers observed how students worked together to solve problems effectively
  • schools shared and developed resources including literacy resources to embed into Stage 3 and 4 programs
  • teachers developed activities for working mathematically, organised peer teaching time and activities for students 

School network reports and action plans for Mathematics Transition Projects

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1. Western Shores Learning Alliance

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2. Wollumbin Community of Schools

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WinghamCoS

4. Wingham Community of Schools

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5. Innovation, Inspiration and Learning Alliance

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hastingsValley

6. Hastings Valley Community of School

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Narrabri

7. Narrabri Community of Schools

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8. Sugarloaf Community of Schools

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