Information

PARENT INFORMATION EVENING

The following is a transcript of all the information given at the parent information evening on the 21st February 2013.  



-->

Inquiry 

Learning Agreements

Pedagogical and philosophical frameworks at Princes Hill Primary are implemented through our inquiry projects.

Every year level plans and designs an inquiry based on both child and teacher research.

During the Learning Agreement , children select areas of investigation which feed into the main neighbourhood inquiry.

The set up of the neighbourhood supports this and exposes the children to many languages of expression.

This year the whole school is looking at the concept of culture. The way in which the inquiry is implemented depends on the group of teachers, the age of the students and the specific co-hort.

The Learning Agreement document is a way for the children to document what they have been doing. We call this time ‘Learning Agreement’ because the children, along with teacher guidance, agree to complete a certain learning task with an attached learning outcome.

Learning Agreement time looks different depending on the age group of the children , as does the Learning Agreement document.

We would also like to invite you to speak with your child’s teachers as to when and how you can support your child during Learning Agreement time.

Maths
 
Numeracy is a whole school focus of Princes Hill’s strategic plan and as such is central to all learning.

The OECD defines numeracy as:

‘Numeracy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.’
(OECD 2004)

 I want to quote from a mathematics journal article entitled “I Hate Maths” written by Dr Paul Swan from Edith Cowan University "noted it has become ‘cool’ to hate mathematics….. it is much more socially acceptable than an inability to read or write, and it is not thought to be a serious educational problem. Often people will say will a degree of pride. ‘I was never any good at maths’ Gordon (1992, p. 459).

Perhaps this is linked to how people were taught mathematics:
Skemp (1986) felt that the way in which mathematics is taught contributed to the development of anxiety toward mathematics.

He suggested that rote learning of mathematics caused children to develop anxiety toward mathematics. Children are often successful in learning simple mathematics based on rote learning, but as the mathematics becomes more complex they can no longer just learn rules to cover all situations.
As they become exposed to problem solving situations children can no longer apply rote-learnt methods.
This helps to explain why many children start off enjoying mathematics but as they get older turn off mathematics.

We are well and truly in a different phase of learning in Australia where true understanding is valued over a simple “one size fits all” approach.

‘To be truly numerate, involves more than the acquisition of mathematical routines and algorithms, no matter how well they are learned. Students need to learn mathematics in ways that enable them to recognise when mathematics might help to interpret information or solve practical problems, apply their knowledge appropriately in contexts where they will have to use mathematical reasoning processes and choose mathematics that makes sense in the circumstances.’ (National Numeracy Review, 2008)
The reason for such an emphasis on these concepts of number is that it lays a solid foundation on which other mathematical concepts can be built up on.

Number concepts such as place value and counting are continuously built upon throughout children’s mathematical journeys.
How is this done?

We work within the meaningful context of inquiry wherever possible. As the inquiries develop and evolve within the neighbourhoods, so to do the possibilities to integrate other mathematical concepts that link back to the inquiry. For example the Year 2 Neighbourhood last year inquired into the concept of time. This allowed the neighbourhood to incorporate in a meaningful way ideas around informal measurements of time, clocks, calendars, seasons, animation with digital time and sequencing, measuring shadows, sand timers, pendulums, candle clocks, day and night amongst rich experiences such as an excursion to see all of the city’s clocks of interest.

Alongside this approach is a targeted diagnosis and intervention program delivered through differentiated sessions based on need. These targeted sessions combine the balance of deep understanding of key concepts and the development of efficient methods. . It is also tracked against our key concepts in number, which in turn is aligned to the Victorian and Australian Curriculum.

It is very common for parents to ask how they can help with the learning of maths.
Number one is having a positive approach to maths and drawing on experiences to contextualise what children are learning about. Whether it be cooking or interesting patterns you see, it all helps to build confidence and knowledge.

We recommend the use of Mathletics for Year 1 and 2 students as a way to consolidate concepts that are being explored within the neighbourhood as it is an engaging educational tool and helps to connect a home-school learning relationship. Students should be coming home with login details within the next couple of weeks.

On a very practical level, useful foundational skills like breaking up numbers is very useful. Try playing with numbers. For example, 7 can be made up of a 3 and a 4. Or it could be a 5 and a 2, 6 and 1 etc. Try doing this with hands on materials such as fridge magnets.

Another simple and extremely useful strategy is automatic recall of doubles facts up to 20. These strategies help to build a strong number sense which is invaluable as children move into place value and addition and subtraction concepts.
Your involved interest and participation will go a long way to building positive outcomes in maths both for your children and others.

Language

-->

“If the content does not shake their prior beliefs they file away the fascinating facts in the deepest recesses of their brain, if at all.” Pro John Hattie, well know researcher into Influences on Student Learning

Based on the research of experts in the field of teaching language, such as David Hornsby and John Munro, we know that language is most effectively acquired within a cultural context and derives form situations/experiences that are motivating, engaging and relevant to children.

Children need to be able to use language effectively to express their understandings of their ever expanding world and the many possibilities of their imagination,

Based on this understanding, the language program and P.H.P.S., particularly in the Junior School, is designed so that children are made aware of how language underpins all learning as we constantly draw the children’s attention to the language used in every learning situation.

In the Junior School, Reading is explicitly taught through reading aloud to children, guided reading sessions which target individual needs, shared reading, independent reading and book talk.

Our spelling program focuses on the Oxford 100-200 Frequently Used Word List, as well as investigating a variety of spelling patterns that originate from the children’s learning, writing and shared literature. It is of great benefit for children to make connections with regards to spelling patterns in relation to the sounds they represent and learn to make generalisations as this will assist them to become more confident spellers. We encourage children to have a go at unfamiliar words and then check using a reliable source.

We encourage children to read every night selecting from a variety of texts. At school, children will select books from the Junior Library so that they have at least one book to read every night. They will also have the opportunity to borrow for the School Library on a weekly basis.  It is important that when reading with your child it be a relaxed and enjoyable experience. If a text your child has selected is too difficult, you may share the reading or read the book to your child and then discuss its content. Your child will have in a Reading Log in which to record the books read and a Reader’s Notebook in which to express their understandings and thoughts in some creative way

The teaching of writing also occurs within a purposeful context. It may be linked to the inquiry or other learning. Writing conventions and genres are explicitly taught in relation to specific learning needs and not in isolation. Opportunities are provided for modelled, shared and independent writing.

If would have any further queries, please speak to your child’s neighbourhood teachers.