Year11 Reflection:

Term 1:

• Focus: 1.2 Internal and part of 1.4 External (Trigonometry/Pythagoras).
• Approach:
  • Taught 1.2 during regular class.
  • Taught Trigonometry/Pythagoras (part of 1.4 External) after school due to the extensive content.
• Outcome:
  • Completed 1.2 Internal by the end of the term.
  • Learners finished old external papers on Trigonometry/Pythagoras during the term break.

Term 2:

• Focus: Completion of 1.2 Internal, beginning of 1.1 Internal, and after-school Algebra (Level 6).
• Approach:
  • Completed 1.2 Internal early in the term.
  • Started and completed 1.1 Internal.
  • After-school sessions focused on Algebra (Level 6), with advanced learners practicing Year 12 Algebra.
• Outcome:
  • Most learners earned 10 credits from 1.2 and 1.1 Internals.
  • During the term break, learners worked on old external Algebra papers.

Term 3:

• Focus: 1.4 External (Graphs) and continuation of past papers.
• Approach:
  • Taught Graphs from 1.4 External as Algebra and Trigonometry/Pythagoras were previously covered.
  • Utilized NZAMT resources for past paper practice.
  • One student was enrolled in Year 12 External Algebra.
• Outcome:
  • External results showed:
    • 2 learners gained Excellence.
    • 4 learners gained Merit.
    • 6 learners gained Achievement.
  • The Year 12 enrolled student achieved Merit in Algebra, showing the Year 11 content aligned with Year 12 Level 6 standards.

Summary:

• Learners demonstrated significant progress, with some achieving results beyond their expected level.
• The pilot program’s structure(video lessons, workspace), including after-school sessions and holiday practice, contributed to accelerated learning and success in external assessments with 100% attendance.
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Reflection of 13Mas including externals

 

My inquiry is to explore effective ways to help my Year 13 Statistics students prepare for tertiary studies by setting up a quasi-university style approach in class. This approach mirrors tertiary study methods by integrating a flipped classroom model, rewindable learning, and tutorial-style sessions.

This mixed-ability group of 14 students comprises five Samoans, four Tongans, two Cook Island Māori, two Māori, and one Asian student.

This Year 13 course includes five internal assessments, two externals, and a Scholarship program. To provide targeted support, I divided the class into three groups focused on internals, an external preparation group, and a scholarship-focused group( three externals and five internals), the first such initiative at Tamaki College. 

• For Internals: Using the PEEL (Point, Evidence, Explanation, Link) structure, Miro online boards, and rewindable video lessons.
  
• For Externals: Introducing the Chunk-Chew-Check strategy, collaborating with the Pacifica Academy, providing annotated handwritten exemplars, study sessions, and working with Epsom Girls Grammar and Mount Albert Grammar.

Results including externals:

Seven students sat for external examinations, and 5 successfully passed their external, earning one Excellence, one  Merit, and three Achieve. Furthermore, 4 learners have acquired 22 credits, 1 learner acquired 18 credits, and the rest gained 14 credits, including their external assessment. These show outstanding results by our learners, surpassing previous results.

 Two Maori learners are in this class; one passed their external(22 credits) while the other gained 14 internal credits.

My learners are thrilled with their results and have all met their tertiary partial qualification and pursue their careers in Law, Health Science, Business, Sociology, and tertiary pathways to get their dream jobs.

Success Highlights:

1. Flipped Classroom & Rewindable Learning: Empowered students to learn at their own pace, reinforcing understanding through accessible resources.
2. Targeted Grouping: The division into internal, external preparation, and scholarship groups allowed for tailored support, maximizing each student's potential.
3. Cultural Inclusivity: The integration of Pacifica and Māori perspectives likely contributed to the students' engagement and success.
4. Collaboration with Other Schools: Working with Epsom Girls Grammar and Mount Albert Grammar provided additional expertise and resources.
5. Positive Outcomes: The students' performance in both internal and external assessments surpassed expectations, and the tertiary pathways they are pursuing indicate strong foundational skills.

Burst and Bubbles 2024

 My inquiry is to explore effective ways to help my Year 13 Statistics students prepare for tertiary studies by setting up a quasi-university style approach in class. This approach mirrors tertiary study methods by integrating flipped classroom model , rewindable learning, and tutorial-style sessions. As an Assistant Head of learning, my personal goal is to improve Mathematics achievement in Years 12 and 13, contributing significantly to this and  Department, and Manaiakalani goal.

Through my years in education, I have seen how crucial it is to ensure a smooth transition from secondary to tertiary studies. Readiness for tertiary education greatly influences how students adapt to the academic culture and expectations of higher education. This awareness drives my commitment to support my students’ transition as seamlessly and empowering as possible.

I developed this approach using multiple data sources, including student feedback, past results, and topic tests, to comprehensively understand my students’ learning needs. 

This is a mixed-ability group of 14 students, consisting of five Samoans, four Tongans, two Cook Island Māori, two Māori, and one Asian student. Last year’s NCEA results revealed that seven of these students had come from the Statistics pathway, while the rest had varied backgrounds in Mathematics.

This Year 13 course includes five internal assessments, two externals, and a Scholarship program. To provide targeted support, I divided the class into three groups focused on internals, an external preparation group, and a scholarship-focused group, the first such initiative at Tamaki College. 

The changes I implemented in my teaching include:

• For Internals: Using the PEEL (Point, Evidence, Explanation, Link) structure, Miro online boards, and rewindable video lessons.

• For Externals: Introducing the Chunk-Chew-Check strategy, collaborating with the Pacifica Academy, providing annotated handwritten exemplars, study sessions, and working in partnership with Epsom Girls Grammar and Mount Albert Grammar.

I am grateful for the guidance of Dr. Janni for Designing my inquiry, Dr. Marion Steel Director of Mathsmatics Epsom girls’ grammer, Michael Walden( Mount Albert Grammer), Katalina Mau Pathway Manager Auckland University , and Matt Goodwin in making these adjustments.

Challenges-Teaching Statistics at the Year 13 level to students without prior Statistics experience poses challenges, as does managing deadlines and maintaining scholarship-level content.

• Qualitative Shifts: They became self-directed learners, prioritizing well-being and adopting a growth mindset.

• Quantitative Shifts: All students have achieved 14 credits, meeting the partial qualification requirement for tertiary readiness. We are now awaiting external results.

I strongly believe in the power of collaboration. Working with other teachers allows us to identify shared challenges, analyze data together, and refine our instructional approaches. You are welcome to view my blog for further insights.

Extra for experts

 One of my students successfully completed her Statistics scholarship examinations yesterday. She really enjoyed the exam and this is the first time for Tamaki College.

 Scholarship Statistics is a three-hour exam covering all NZ Statistics curriculum areas. The exam has four questions consisting of multiple sub-parts and problems often link the learning from multiple achievement standards. The main focus is on data analysis so the report-based internal achievement standards are assessed more than the probability externals. Students do not need to be in the Scholarship Statistics course to consider taking this exam, but a strong work ethic is needed to learn new concepts. Students who enjoy engaging in discussion and those who can write concisely and insightfully generally do very well in this examination.

The topic content is as follows: Four internals and three externals have been taught. We worked hard to reach this point, and this would help her do a Statistics paper in university. Dr Marion Steel Director of Mathematics Epsom Girls' Grammar School and Michael Walden from Mount Albert Grammar helped me to make it successful.

Monitoring

Monitoring CTD

 My learners finished their school year last week and will come to extra classes during study break until examinations. 

Here is the update:

Here is the final internal update:

Fourteen learners in this class have met tertiary partial qualifications: two for Law, one for Sociology, two for health science, one for flight attendant, one for Economist, two for tertiary, one for business school, two for study abroad, and one for vocational pathway.

Term4 planning

 My learners have been working hard towards the external examination and Catching up towards the internals. As the examination is on the 14th of November, I have decided to continue monitoring using   Chunk, Check, Chew strategy. I chunked different years' past papers and checked their strengths and weaknesses. 

Here is the progress so far: I started with 16 learners and now 14 learners ( 2 left). Eight students are focusing on externals and the rest focusing on internal only. According to my testing, four learners worked at the Merit/Excellence level, and four students worked at the achievement/ Merit level. They found the Venn diagram and conditional probability questions challenging, so I am committed to continuing my efforts to achieve my dream result. My challenging part is out of the eight learners two of them hadn't taken Statistics before.

My Inquiry Question (7)

 

(1) Key changes are: Flipped classroom model, My learners were introduced to Pacifica Academy, Statistics Scholarship exam in collaboration with Epsom Girls' Grammar School, Katalina Mau- Pathways manager from Auckland University, talked about transitioning to Tertiary, Dr. Janni's guidance to design my Iiquiry, Video lessons for all the internals,   Miro online board and study/ holiday classes.

(2/3) This course has 4/5 internal tests and external examinations. My learners have completed internals and are working hard towards Derived grade examinations(week 2/term4) and external examinations(14/11/24) and the Statistics scholarship will be on 5/11/24.

here is the reflection is here for the internals and I will complete the derived examination reflection after the examinations and external reflections next year. Term1 Reflection, Term2 Reflection & Term3 Reflection.

(4) Reflection about my Inquiry:

The flipped classroom model is a teaching approach where traditional learning structures are reversed. Instead of receiving direct instruction in class and doing homework afterward, students engage with learning (video) at home and then use classroom time for discussions.

(1) Pre-class preparation: Learners watch videos for internals and read workbooks for externals.

(2) Class time- Applying knowledge, group discussions, and the teacher acts as a facilitator/ addressing specific challenges.

(3) Continual feedback- 

• Real-time feedback during classroom activities helps students correct misconceptions and deepen their understanding.
• Peer-to-peer interactions often play a significant role, with students collaborating and supporting each other's learning

The flipped classroom model, especially when coupled with tertiary providers, allows for more personalized, engaged, and practical learning experiences. It harnesses the potential of technology while fostering collaboration, making it an ideal fit for modern education.