Knowing the learners(2)

 Here are the PAT results for my year 10 class: One Learner is working at a PAT score of 9,  one Learner is at a PAT score of 6, 4 working at a PAT score of 5, 9 learners are working at a PAT score of 4, 7 is working at PAT score 3 and two were absent. The majority of the learners are working at a PAT score of 4.

Ethnicity	PAT results
Tokelauan	3
Maori	3
Maori	5
Cook Island Maori	5
Other Asian	9
Tongan	4
Other Asian	4
Tongan	3
Maori	ab
Tongan	5
Maori	4
Niuean	4
Maori	3
Fijian	ab
Cook Island Maori	5
Cook Island Maori	6
Maori	4
Tongan	4
Tokelauan	4
Tongan	3
Tongan	3
Tongan	4
Cook Island Maori	4
Other Asian	3

Here is the year-level vs curriculum-level chart:

Knowing the learners

 

My Year 10 mathematics class consists of 25 students with 7 Maori learners, 2 other Asina, 4 Cook island Maori, 8 Tongans, 2 Tukeluan, 1 Fijian, and 1 Niuean.

Common Assessment Activity( CAA)

Three process ideas get tested by NCEA Numeracy, and the framework is Link.

Here is an example of each type of question.Link

 

"I can do Numeracy" resources can be used in yea7/8/9 students to prepare for the Numeracy exam. I can do Numeracy Link.

 New Zealand Mathematics Association(NZAMT) provided resources and I found them very useful for exam prep -NZAMT Resource 2022  & NZAMT Resources 2023

What do the exam papers look like? NCEA past papers LINK

 

Numeracy

 What is Numeracy? 

Numeracy is a fundamental skill that enables access to further learning, develops life skills, and allows people to fully engage in work and their community.

About NCEA Numeracy: 

From 2024, to gain an NCEA qualification, students must pass Numeracy standard US32406( common assessment task CAA/ 10 credits) or can be gained by approved subjects until 2027. Here is the link to the approved subjects.

What are the entry-level requirements for the CAA exam? PAT score of 4 or above.

When is the CAA exam? There are two sessions each year, in May and September.

Who sits on the exam? Year 9 ( PAT 6 or above), Year 10 ( PAT 4 or above approved by the teacher), and seniors who haven't passed Numeracy.

What should they learn? Here is the content list Link.

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.
• 
  

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.