Integrated Curriculum

Gifted and Talented Maths / ICT program - Testimonial

On behalf of everyone in the Middle Years team…plus kids…just want to say that l have just read through your program content. It’s a brilliant plan that you have constructed. Very thorough and professional. The thought put into everything is “deep” …l particularly like the skills/indicators section and the connections to the Australian Curriculum.

In discussing the program with those involved throughout the week, it is clear that they have felt appreciation and for some even relief as they have had an opportunity to work in a select group of like ability kids, with challenging tasks. As you know, it can be quite challenging sometimes to offer these kids ongoing challenges while working with the other end of the spectrum, so having a quality program like yours has allowed this to be achieved in a strong manner. I’ve also been impressed with your ability to come into our environment and easily adopt our same values and high expectations, while I’ve noticed your program also uses a lot of our ‘middle years vocab’ – such as ‘Aim high’, ‘linking with others’, ‘reflect’, ‘analyse’, ‘teamwork.’

On behalf of the guys, thanks for what you have done and the expertise you bring. It’s been a brilliant program. Probably the best we have had and the kids have responded by producing excellent work samples. They also look forward to you coming each week and l’m sure that you have influenced and guided them well so that they will continue to perform to a high level in the future with maths, IT etc. Congratulations on an outstanding program.  We look forward to seeing the oral presentations in film.

Trent Cooper (Rutherglen Primary School)

Developing Integrated Mathematics Projects

We can often be surprised by our students when they are working on a practical project and not thinking about or focusing on the mathematical skills that need to be applied in order to successfully complete the task. This session will be very hands-on and will involve participants in such a project. Participants will learn how to build an integrated Mathematics program around a project. They will develop simple, but effective plans which recognize the skills being developed through the project – both mathematical skills and skills linked to other learning areas.

Discussion will focus on:

• the benefits of Working Mathematically on projects
• differentiating the curriculum
• engaging students
• inclusive curriculum
• how this fits the proposed Australian Curriculum

Participates will take away a sound but simple planning structure for integrated program planning, a clearer understanding of what it means to ‘Work Mathematically’ and see how other curriculum areas can be easily integrated into the mathematics classroom.

DEVELOPING THINKING IN THE MATHEMATICS CLASSROOM

Participants will explore the outcomes that can be achieved by setting up a positive learning environment where thinking in the Mathematics classroom is promoted and expected. 

Participants will not only leave this hands-on session with some ready-made engaging maths activities which they will be able to implement immediately, but will also feel comfortable using a range of thinking tools and strategies enabling them to deliver a differentiated maths curriculum for  Middle Years classrooms.  Activities will be linked to the E5 Instruction model and discussion will centre around quality Middle Years classroom practices.

DEVELOPING ICT IN THE MATHEMATICS CLASSROOM

Using computer technology to enhance mathematics in the Middle Years is the focus of this hands-on session.   Although there are thousands of websites available with great activities to engage students whilst practicing important skills, this session is more about integrating ICT to develop, present and enhance mathematical investigations.  The focus will be providing engaging mathematical activities but you will find that many ICT outcomes will be achieved at the same time.  Attention will also be given as to how the activities fit the E5 instructional model in the differentiated Middle Years classroom.

PROMOTING THINKING IN THE MATHS CLASSROOM

This session is about setting up a positive learning environment where thinking is both promoted and expected in the Mathematics classroom.  It makes the most of engaging activities, whilst recognizing the requirements of multiple ability Middle Years classrooms. 

Participants will not only leave this hands-on session with some ready-made engaging activities which they will be able to implement immediately, but will also be rewarded with the development of their own skills and strategies to be able to elicit a lot more from their own teaching and learning activities by invoking deeper thinking in their students, and a willingness for them to explore mathematical possibilities.

A number of examples will be used to illustrate the expectations required, and questioning needed, in order to develop deeper understanding and encourage students to make logical mathematical predictions.  Participants will be involved in developing questioning techniques that require their students to move beyond the straightforward answer, to appreciating the real value of working mathematically. 

THINKING BY CREATING

This session will utilize thinking strategies and planning techniques, as well as creating and making activities that make students think.  Participants in this session will learn how easy it is to create activities with their students, and as they do so, learn the formula for getting their students involved in, engaged with and thinking about the mathematics they are doing.

Reflection is an integral part of the session and discussion will focus on the issues of catering for all abilities, and the development of ‘thinking’ students.  Participants will be involved in making some activities during the session and will depart armed with lots of ideas and enthusiasm to create further activities and programs that will stimulate thinking in their own classrooms. 

Bring along a laptop and/or a USB in order to share creations. 

KITES-DEVELOPING AN INTEGRATED MATHS PROJECT

Participants will make kites in this session as an example of a hands-on project around which we will build an integrated Maths program.  Participants will tease out the maths (and other domains) involved in the project and develop a simple, but effective plan. Discussion will focus on:

• the benefits of Working Mathematically on projects such as this

• differentiating the curriculum

• engaging students

• inclusive curriculum

Participates will take away a sound but simple planning structure for integrated program planning, a clearer understanding of what it means to ‘Work Mathematically’ and see how other curriculum areas can be integrated into the mathematics classroom.

REAL MATHS
Strategies for Enhancing Middle Years Numeracy

Simple message – make it real.  Sounds good – but how?  How, is the focus of this PD, and planning and questioning are two of the key components.  It shares some very simple but effective planning tools and encourages the use of the local community and environment to make it real.  It looks at identifying outcomes and the break-down of skills needed to achieve these outcomes and how these can be achieved in a meaningful way.  This PD also looks at ways of lifting the profile of mathematics amongst the students, the school and the community.

Throughout this PD, participants will not only be listening, discussing and reflecting, but be experiencing each component in a hands-on way so that when the day is finished they will already be putting into practice what they have learnt ready to apply it with their own classes straight away.