Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I am more interested in inquiring about student learning and my own practice.
Monitoring CTD Term4/Week2 and 3
During week 2/3, two students were working hard towards scholarship and eight students were focusing on Complex Numbers and Integration. The idea was that complex numbers/Integration would accelerate mathematical gaps in Algebra and literacy comprehension that would be important in the exams. I encouraged students to learn key points and do a practice test which gave them a grade of Achieved/Merit/Excellence. We took a short, sharp focus; using exemplars to revise and consolidate learning.
Furthermore, three students worked towards an extra internal as two students are not sitting external exams and another one is only sitting one. One student has been absent for the whole term and the other learner is working from home.
I kept emphasizing the importance of going back and consolidating algebra knowledge, by looking at the contextual questions. I did a final quick test, to see how the students were going. Learners had their prize giving on Monday last week (4) and have started their study break on Tuesday.
Next step: Learners will be coming to school during the study break to get in touch with topics as the Calculus examination will be on the 26th of November.
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| working on internals |
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| Weekend study class |
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| After school study class |
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| After school study class |
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| After school study class |
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| weekend study class |
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