My Inquiry Evaluation including external results

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.
2018



2019

In the externally assessed 91578 Differentiation standard, two students Achieved 20% (2 out of 10) compared to last year’s 43%(6 out of 14.) There were no merits whereas last year there were 7%(1 out of 14). Two students got Excellence 20% (2 out of 10) compared to none last year. Overall 4 learners passed this standard.

The externally assessed 90636 Integration standard went particularly well in 2019. The Achievement rate was 70 % (7 out of 10) compared to last year's rate of 56% (5 out of 9). The Merit rate is 10% ( 1 out of 10) compared to last year's 11% ( 1 out of 9). The Excellence rate was 10% (1 out of 10) compared to none last year. Overall 9 learners passed this standard.

The externally assessed 91577 Complex Numbers standard went well in 2019 too. The Achievement rate was 37.5 % (3 out of 8) compared to last year's rate of 80% (4 out of 5). The Merit rate is 12.5 % (1 out of 8) compared to last year's rate of 20 % (1 out of 5). Excellence was 25% (2 out of 8) compared to none last year. Overall 5 learners passed this standard.

2 students endorsed with Excellence and 1 endorsed with Merit- which is a vast improvement from the 3 merit endorsements last year.

14 (14 out of 15) students gained 14 + credits compare to 9 (9 out of 21) last year. These students are eligible for Engineering, Biomedical, Health science, Law and Architecture. Of these, 3 students are eligible to study engineering at Auckland University as they have passed all three externals.

In 2019, there were 10 students enrolled for externals with 1 student absent due to personal reasons. The highlight is every student has passed at least passed one external which means every single student is eligible for university entrance and 4 students already gained 14+ credits from internals. Thereby having 14 out of 15 students eligible for university entrance is phenomenal. The student left behind stopped coming to school from halfway through term 3. In conjunction with this, a highlight is that there were 3 excellent endorsements and 1 merit endorsement. A student gained Excellence in all three External standards and another gained 2 Excellences which is exceptionally good and a first for Tamaki College.

During the last couple of years as a Calculus teacher, I have been at Tamaki College,  I have seen a positive trend in calculus students passing externals and the majority now gaining university entrance.