Open day at Tamaki College

 It is Open Day at Tamaki College today.

Here are the highlights of the maths department.

My Inquiry question - 8

 

My learners are nearing the examinations(Year 10 week 8 & Year 11 week 9), and the time has come to aim for the prize. 

This is all about the transition from teacher authority to student authority. 

My tweaks are study classes, a smart study plan using Workspace, Annotated exemplars, Video lessons, and focusing on Form, use, and explain questions to identify learners' weaknesses.

Here is the detail of my intervention:

Term 3 Plan for my own class and Focus group

 My own class: During term 3, the focus is on Statistics and preparing for CAA September exam.

Here is the plan for Term 1: Statistics/CAA exam

Here is the plan for Term 1: Geometry/ Trigonometry:

• Vocab and Comprehension -Vocab is introduced in every lesson..

• 10 to 15 minutes Do Now 10 to 15 Minutes Statistics.

• PEE structure framework.

• Workspace for Statistics and Numeracy.

• Video Lessons- Cobbett Maths and Numeracy videos.

• Tuesday after-school classes- working on Numeracy practice tests provides extra support.

• Topic test by the end of the test- ensures readiness for the next step.

• Numeracy homework on Education is perfect for Personalised learning- tailored for each student's levels and needs,

• Weekly conversation with Whānau/Well-being checks in schools, strengthening school-home connections.

• Collaboration with Social Studies and Science with Do Nows to reinforce Numeracy in the real world.

• Numeracy's past paper questions are on the NZQA website and in the Numeracy practice book.

• Weeks 4 to 8: Numeracy Intensive to prepare for the September exam.

• Numeracy questions are separated by Form, solve, and explain examples to apply differentiated teaching.

My Focus: My focus with Do Nows for term3 and but for technology, is continued from Term1

Do Nows, as this subject is optional.

Term3 Plan for CAA(US32406)

  There are two CAAs in a year. One in May and the other in September. This term, our focus is on the September exam, as the learners have completed the first round. The second round will include year 11s who missed the first round, year 10s, and one group of year 9 students ( more than PAT 5). Due to the number of students, our school has decided to conduct activities over Week 8 and Week 9. 

Year 9 and Year 10 will participate in Week 8, while Year 11 will participate in Week 9.

Resources and support: I have been supporting all teachers(cross-curricular support) by providing weekly numeracy starters( Do nows) activities along with a ViTal sheet( tracking sheet) to track progress. These allow teachers to begin lessons with an engaging numeracy problem. This week, resources will be provided for only 7 weeks as the exam will start in week 8. Link

 

My Inquiry question - 7

 

(1) 

To support a detailed inquiry into my current teaching practice, I have engaged in a multifaceted approach that includes self-observation, collaboration with literacy specialists, analysis of my workspace and class site, student voice, and whānau connections. I have gained formative insights into my instructional clarity, pacing, and how I respond to student needs in real time. Working alongside literacy specialists has enabled me to align my practice with evidence-based strategies and critically examine areas such as guided reading, vocabulary instruction, and scaffolding techniques. I have also conducted a workspace and class site analysis to evaluate how effectively the physical and digital environments support literacy learning and student independence. Gathering student voice through surveys and informal conferences has highlighted both strengths in engagement and areas where students seek more support or challenge. Maintaining strong whānau connections has offered additional context around student progress and motivation, ensuring that my inquiry remains culturally responsive and learner-focused. Attending regular literacy meetings has deepened my understanding of current best practice and provided opportunities to test and refine hypotheses drawn from the literature. Collectively, these tools have provided both formative and baseline data to inform shifts in my teaching, and will serve as key evidence when evaluating the impact of my inquiry at the end of the year.

(2) Qualitative & Quantitative data- Reflection (1) & Reflection (2)

(3) Next steps-To support students in building consistent learning routines and reinforcing key skills, I will continue to implement Do Now activities across all subjects and study classes through to the Numeracy exam in September

Term2 reflection

 My class, 10PDv - My learners have completed both assessments: Geometry and Pythagoras/Trigonometry. The Measurement and Geometry assessment results are now available, and the Pythagoras/ trigonometry section will be tested next term. There has been a significant improvement in their academic performance, well-being, work ethic in class, and attendance, largely due to the positive influence of the Do Nows and study classes.

Here are the " Do Now" VitaL sheet results:

" Do Nows "

As seen in the Geometry/Measurement summary statistics, there is a noticeable positive shift, indicating that the "Do Now" activities are having a significant impact on assessment performance, especially as their questions and topics are closely aligned.

Here is the student's voice:

As we planned, the Numeracy study class for the whole cohort of Year 10 had an attendance of around 30 students and has been very successful. We will be continuing it next term as well. 

My focus group and cross-curricular subject teachers completed their Do Nows, which made an impact on our students' achievement, too. The science department successfully completed the ViTaL sheet there I gave rewards to the Science Department.

Numeracy Exam in May: Year 11s and one group of Year 12/13 have completed their Numeracy exam in May and awaining for the results. The second round of the exam will be held in May.

Learn, Create, Share PLD

 I had the privilege of participating in the Learn Create Share programme during the Manaiakalani PLD, with a focus on Tackling Numeracy in CAA. The session explored strategies for enhancing vocabulary acquisition and student engagement through digital tools.

A key part of the experience involved collaborative work using the Miro online board and the Graphics Organiser, which helped structure our thinking and planning. These tools proved valuable in supporting learners' understanding and expression of mathematical concepts.

I had the opportunity to collaborate with Mr. Mansell throughout the session. Our discussions helped deepen my understanding of how to integrate these strategies effectively in the classroom to boost both comprehension and confidence in numeracy.

Here is my part of the  presentation: