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.