LAMP+Enhanced Leadership and Management Programme

Curriculum Leadership Module (CLM) Part 2

Primary Mathematics

12 March – 14 MarchCPDD & ETD

Getting to know you…

Introduce yourself to your group members

• tell your name, school, teaching experience

• share something interesting about yourself

Getting to know others…

BINGO!

Find someone who matches the description in a square. Fill in his/her• Name• School

Rules: • Duplication of names not allowed. • Friends from the same table group not allowed.

Your Goal: Complete all the 9 squares!

Overview of LAMP+

To equip newly-appointed middle managers (MMs) in schools with the “just-in-time” skills to:• deliver their department’s teaching and

learning programmes effectively• align it to policy intent and curriculum

objectives.

Objective of CLM (Part 2)

To support new HODs/LHs/SHs in their role as Mathematics

Curriculum Leaders.

CLM (Mathematics)

At the end of the course, participants will be able to:

understand the aim and organisation of the mathematics curriculum in the context of policies and initiatives

align Mathematics programmes to the curriculum framework and to cater to the diverse groups of students

integrate ICT in teaching and learning in classroom

plan and support teacher learning through professional development and sharing for best practices

Programme

• Role of Mathematics Curriculum Leader• Support from CPDD• Sharing by experienced HODs

Day 1

• TPACK framework• Lesson Experience• SDL and CoL

Day 2

• Higher order thinking• BY(i)TES• Department Planning

Day 3

Group discussion…

2. Why do you think Mathematics is important?

1. What is Mathematics to you?

3. From your personal experience, how has mathematics education evolved over the years?

Mathematics

Science of patterns and relationshipsDiverse discipline that deals with

Data, measurements and observations from science;

with inference, deduction, and proof; and

with mathematical models of natural phenomena, of human behaviour, and of social systems.

Applications of mathematics use these patterns to explain and predict natural phenomena

Mathematics relies on logic rather than on observation as its standard of truth

(Source : Everybody Counts: A Report to the Nation on the Future of Mathematics Education. ©1989 by the National Academy of Sciences)

Copyright © Ministry of Education, Singapore.

Importance of Mathematics

• Highly-skilled, well-educated, scientific manpower needs strong grounding in Mathematics

• Individuals who can think logically, abstractly, critically and creatively

10

Nation

Individual

Evolution of Singapore Mathematics Education

1940s to date

Evolution of Singapore Mathematics Education

1940s - Math taught in different language medium

2013: Revised Primary Math Teaching and Learning Syllabus (Learning Experiences)

1976: Revised Math Syllabus (Revised Pri Edn System)1971: Revised Math Syllabus (content reduction)1970: Math made compulsory in Pri & Sec1960: 1st MOE designed Math Syllabus introduced

1996: Abacus introduced1990: Singapore Math Framework 1st introduced 1979: Revised Syllabus (NES); PMP set up at CDIS

TSLN, DOE, I&E, ICT MP, TLLM, PETALS, C2015, PERI2009: PERI (HA)2008: SBB (Foundation Math)2007: Revised Math Syllabus (calculator)2006: PETALS2005: TLLM2003: Revised Math Framework2002: ICT MP22001: Revised Math Syllabus (new textbooks)1999: Interim measure (content-reduced, IT TSLN)1997: TSLN, ICT MP1

Initiatives supporting Mathematics Curriculum

...towards our TSLN vision

ICT• MP1 - blueprint for the use of ICT• MP2 – harness ICT for learning (2002)

1997

SAIL• Trialled in 7 Pri & 9 Sec• Piloted in 16 Pri & 20 Sec (2003)

2002

SEED• Phase 1 workshops for 24 champion schs • Phase 2 sch-based workshops for pri schs

2004

LSMFor P1 students

2007

PETALSIntroduced the 5 key principles of engaged learning

2006 2008

SBBFor P5 studentsMP3Continuum of MP1 & 2

2009

PERI HAPrototype with 16 schools

2011 &

2012

Rollout Resources• P1-P4• P5-P6 (2013)

2013

Revised Syllabus

21CC, SDL & CoL

Mathematics Curriculum Leader

Your personal thoughts…

How do you see your role of HOD/LH/SH as a Mathematics Curriculum Leader?

Mathematics Curriculum Leader

Key Roles of HOD as Curriculum Leader

Set directions for the department

Plan, implement, monitor and evaluate instructional programmes

Develop and model effective teaching strategies

Develop evaluation strategies to assess learning effectiveness

Plan the professional development of teachers

Select, prepare and organise teaching and learning resources

STRATEGIC PLANNER

INSTRUCTIONAL LEADER

PEOPLE DEVELOPER

RESOURCE MANAGER

Curriculum

ContentWhat should my students learn?

AssessmentDid my students learn it?

PedagogyHow should my students learn?

Curriculum

CPA

Set directions for the department

Interpret the aims and objectives of Mathematics Curriculum

I. Aims of Mathematics Education

II. Mathematics Curriculum Framework

Translate them into the instructional programmes for the subject

Ensure that the syllabus is understood by all teachers

Advise P/VP on the subject

MathematicsCurriculum Leader

Strategic Planner & Instructional Leader

Aims of Mathematics Education in Singapore

The broad aims of mathematics education in Singapore are to enable students to:

• acquire and apply mathematical concepts and skills;

• develop cognitive and metacognitive skills through a

mathematical approach to problem solving; and

• develop positive attitudes towards mathematics.

(Primary Mathematics Teaching and Learning Syllabus, p. 9)

Overview of Aims across the Levels

(Refer also to: Primary Mathematics Teaching and Learning Syllabus, 2012, p. 10)

(Mathematics Education in Singapore, 2012, p. 6)

Each syllabus expands on the three broad aims of mathematics education

Syllabus Design

Spiral Curriculum Connected Syllabuses

(Mathematics Education in Singapore,

2012, p. 6; Primary Mathematics Teaching and Learning Syllabus, 2012, p. 11)

Transition issuesSubject Based Banding (SBB) @ Primary

School• Foundation Maths

(1 – 4, U)

• Standard Maths

(A* to E, U)

• Download the

“From Foundation

Maths to NA Maths

Handbook”

from EduMall

http://subjects.edumall.sg/subjects/slot/u1030420/From%20Foundation

%20Maths%20to%20NA%20Maths.pdf

Mathematics Curriculum Framework

(Primary Mathematics Teaching and Learning Syllabus, 2012, p. 16)

PETALSTM FrameworkPrinciples of Engaged Learning

Student-centredness is the heart of the framework

21CC FRAMEWORK

Standards and Benchmarks for the Emerging 21st Century Competencies

21 Century CompetenciesOPAL>Gateway>Projects & Programmes 21CC

21CC in Maths Syllabus

Generating Ideas

Plan, implement, monitor and evaluate instructional programmes

MathematicsCurriculum Leader

Strategic Planner & Instructional Leader

How does a Mathematics Programme look like? Share on your school’s Mathematics Programme. How do you plan and implement your Mathematics Programme? What must you consider? (3Ps: Purpose – Process - imPact)

Group discussion…

Whyimplement

Howwas it

implemented

How

aligned

How do you monitor and evaluate your Mathematics Programme?

Achieve the aims and objectives of the Mathematics Education

Instructional programme in the classroom

Includes co-curriculum: outside classroom programme

Mathematics programme

Mathematics programme

Instructional Programme

Translate syllabus into SOWs

Design programmes to cater to students with different

learning needs

Interpreting aims, objectives, scope and depth

Explain rationale for changes

Identify strategies and activities to enhance the learning

experience

Mathematics programme

Remedial/Support programme

Enrichment/Extention activities

• Maths trails, Maths Games day, Maths Day

• Mathematics Competitions

• Maths Camps

• Learning journeys

Maths newsletter

Maths notice board

Tea Break (15 min)

Curriculum

ContentWhat should my students learn?

AssessmentDid my students learn it?

PedagogyHow should my students learn?

Curriculum

CPA

Content

Schemes of work for the various levels

Interpretation of syllabuses – scope and depth

• Communicate aims of maths education

• Familiar with the syllabuses (2007 and 2013) and rationale for changes

• Supporting resources

Syllabus document

Teaching and learning guides

CPDD Homepage (materials, contacts)

Communicate aims of maths education

Group discussion…

1. Highlight the differences between the two syllabuses

Compare 2007 & 2013 Syllabuses

2. What are the features of 2013 syllabus

3. What implications does 2013 syllabus have on you as Mathematics Curriculum Leader?

3 Principles of Teaching

Principle 1: Teaching is for learning; learning is for understanding; understanding is for reasoning and applying and, ultimately problem solving.

Principle 2: Teaching should build on students’ knowledge; take cognizance of students’ interests and experiences; and engage them in active and reflective learning.

Principle 3: Teaching should connect to the real world, harness ICT tools and emphasise 21st century competencies.

3 Phases of Learning

Effective instruction of a unit typically involves three phases of learning: • Prior Knowledge

• Motivating Contexts• Learning Environment

• Activity-based Learning• Teacher-directed inquiry• Direct Instruction

• Motivated Practice• Reflective Review• Extended Learning

Learning Experience (LE)

What? Describe what students should do as part of their learning

Why? Influence the way teachers teach and students learn so that the curriculum objectives can be achieved

Where? Included in textbooks and online TL guide to guide the teaching and learning of the topics

How? Students carry out the LE as part of their learning

Learning Experience (LE)

Highlights LE

(Primary Mathematics Teaching and Learning Syllabus 2013, p. 56)

Numbers up to 100 (Primary One)

Teaching and Learning Guide (TLG)

LE matches the activities in TLG

(Teaching and Learning Guide, 2013)

LO1: Count and tell the number of objects in a given set.LO2: Number notation, representation and place value (tens, ones) LO3: Reading and writing numbers in numerals and in words

LE matches the activities in TLG

Features: Guidance section

Implications on Teaching

Implications on Learning

Implications on Assessment

Implications on Processes

Teaching and Learning Guide (TLG)

Principles

Principles

Principles

Learning Experiences (LE)

Numbers up to 1000 (P2)

(Primary Mathematics Teaching and Learning Syllabus 2013, p. 59)

Learning Experience (LE)

Money (P2)

(Primary Mathematics Teaching and Learning Syllabus 2013, p. 61)

Learning Experience (LE)

Learning Experience (LE)

Concrete–Pictorial-Abstract (C-P-A)

Concrete–Pictorial-Abstract (C-P-A)

Develop and model effective teaching strategies

MathematicsCurriculum Leader

Strategic Planner & Instructional Leader

Pedagogy

• Suggest specific approaches for different topics

• Share strategies and model how they can be used

• Provide references and sources for teaching ideas

• Encourage teachers to try out strategies

Repertoire of Teaching Strategies

Share on your teaching strategies which work well for your students.

Highlight one example of implementing a teaching strategy.

What are the key considerations in implementing a particular teaching strategy?

Group discussion…

Repertoire of Pedagogies

Concrete – Pictorial- Abstract

Activity -based learning

Teacher-directed inquiry

Direct Instruction

Develop evaluation strategies to assess learning effectiveness

Strategic Planner & Instructional LeaderMathematicsCurriculum Leader

Developing an Assessment Plan

• The plan should provide information about:

• The topics to be assessed

• The appropriate assessment methods to use

• The schedule of assessment, reporting and feedback

• Whether marks are counted towards the final marks for the year

• If so, the weighting of the components

Primary Mathematics Assessment Guide 2013

Chapter 3 – Semestral Assessment

Format for SA2 (P2 to P4)

Format for SA2 (P5 to P6)

Table of Specification

Chapters 4 - 5

Plan the professional development of teachers

MathematicsCurriculum Leader

People Developer

Teachers are key to the success of the instructional programmes

“In education, teachers are the intervention. Well-described innovations inform when and how they interact with students and stakeholders, but it is the person (the teacher) who delivers the intervention through his or her words and actions.”

(Wallace, Blase, Fixsen, & Naoom, 2008, pp. 54–55).

Leadership

“Leadership is lifting a person’s vision to high sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitation”

- Peter Drucker

Professional Development

Sharing and discussions during

Department meetings

Protected time

Invite external speakers, experts

PD Model : Lesson Study Approach

Peer observation

Select, prepare and organise teaching and learning resources

MathematicsCurriculum Leader

Resource Manager

Resources

• Identify and buy suitable resources

• Ensure that there are sufficient resources available

• Create awareness and build capacity (if necessary)

– Variety of resources

– Location of the resources (e.g. Maths Room)

– Demonstrate/role model the effective use these resources

– Loan processes

• Monitor the use of these resources

Resources include

• Textbooks

• Teaching and Learning Guides (from CPDD)

• Teaching aids

– e.g. concrete manipulatives, posters, software, geometrical instruments

• Reference Books

• Publications and journals

Guide for Selecting Approved Mathematics Textbook and Workbook

MathematicsCurriculum Leader

Other Responsibilities

Other Responsibilities Staff responsibilities

• Department culture

Administrative duties• Conduct department meetings

• Documentation and filing

• Review of department action plan

• Staff Appraisal

• Plan and manage budget

• Inventory for resource management

89

Support from CPDD

Resources given to schoolsNo. Item Year of Distribution1  Primary Mathematics Syllabus(Year of Implementation: From 2007) 20062  A Guide to the Teaching and Learning of Primary Mathematics 2007 – Primary 1 to 4

- File

- CD ( Guide, Primary Maths Syllabus 2007 & SAIL package (P3 to P5) 2007)

2007

3  PSLE Mathematics Information Booklet

(To be implemented from the Year of Examination 2009)

2007

4  PSLE Foundation Mathematics Information Booklet

(To be implemented from the Year of Examination 2009)

2007

5  Information Kit on the Use of Calculators in Primary Mathematics (CD)

- powerpoint presentation on Use of Calculators in Primary Mathematics

- Poster on Use of Calculators in Primary Mathematics

- FAQs

2007

6  A Guide to the Teaching and Learning of Primary Mathematics 2007 – Primary 5 to 6

- File

- CD

2008

7  Guidelines for Setting Basic Items in Primary 4 End-Of-Year Examination for Mathematics

2008

8  The Singapore Model Method for Learning Mathematics 20099  Pathways to Reasoning and Communication in the Primary School Mathematics

Classroom 2009

10  Pedagogy For Engaged Mathematics Learning 201011  Diagnostic Package ( Whole Numbers and Fractions) 2010

Rollout of Resources

2011P1 & P2

2012P3 & P4

2013P5 & P6

Early Success…Strong Basics…Steady Progress

Objectives

• To help students build strong foundation in primary Maths through a structured teaching sequence and supporting manipulatives and materials based on the concrete-pictorial-abstract approach.

• To raise teachers' pedagogical content knowledge through the provision of instructional guide, teaching resources and professional development activities.

Early Success…Strong Basics…Steady Progress

Resources and Materials

Consists of 2 components

• Instructional guide, highlighting teaching and learning sequence, pedagogical approaches and strategies specific to each topic, with a strong emphasis on C-P-A approach

• Learning and teaching aids, including a full set of manipulatives for each class

Early Success…Strong Basics…Steady Progress

Professional Development

Workshops

• Train-the-trainer workshops, with representatives from each school

• Focusing on effective use of the Instructional Materials and on Pedagogical Content Knowledge as well as Problem Solving (Thinking skills and Heuristics)

Build capacity in:• Use of Instructional Package.

Pedagogical content knowledge (PCK) and content knowledge

• Pedagogy. C-P-A, Thinking Skills and Heuristics

Repository of Assessment Items

Repository of Assessment Items

Professional Development on Assessment Literacy

Primary Mathematics online Resources in OPAL

Log in to OPALhttp://www.academyofsingaporeteachers.moe.gov.sg/

Click GATEWAY

Click Subjects & select Mathematics

Primary

Repository of Assessment Items

The Repository of Assessment Items (Mathematics) contains

test items that are aligned with the Primary Mathematics

Syllabus and are appropriately pitched for the respective

levels. This first batch of items is for Primary 4 only (download

).

When using the items from the Repository, teachers should

modify the items to assess students’ learning when setting

Semestral Assessment without changing the nature or

demand of the items. They should refer to the Table of

Specifications (TOS) and format of the paper in the

Assessment Guide (Chapter 3, Semestral Assessment) (

download).  This will help teachers manage the overall

difficulty level of the paper and ensure that it is appropriate

for the level.

In setting the end-of-year Primary 4 examination papers,

schools are also reminded to refer to the Guidelines for Setting

Basic Items in Primary 4 End-of-Year Examination for

Mathematics (download). The guidelines provide further

guidance on the setting of the basic items that constitute 30%

of the examination paper. This is to help schools to identify

more accurately students who would benefit from taking the

subject at the foundation level.

Group online exploration…

Share one resource which is you find useful.

Highlight why and how it is useful.

Explore the Mathematics online Resources in OPAL

Tea Break

Sharing by HOD

Mrs Arif HongCHIJ Kellock

Sharing by HOD

Mr Low Yew Fai Springdale Primary School

THANK YOU