124
BEST PRACTICES IN TEACHING, LEARNING AND ASSESSMENT Annual Performance Report Subject Reviews 2014-2015

Annual Reporting 2015 : Subject Reviews

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Annual Reporting 2015 : Subject Reviews

BEST PRACTICES IN TEACHING, LEARNING AND ASSESSMENT

Annual Performance Report

Subject Reviews 2014-2015

Page 2: Annual Reporting 2015 : Subject Reviews

BEST PRACTICES IN TEACHING, LEARNING AND ASSESSMENT

Annual Performance Report

Subject Reviews 2014-2015

Page 3: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

1  

Table  of  Contents  

 BEST  PRACTICE  IN  TEACHING,  LEARNING  AND  ASSESSMENT    ......................................................................................................................................................................................  3  INTRODUCTION  ...............................................................................................................................................................................................................................................................  3  

Indicators  of  Best  Practice  .....................................................................................................................................................................................................................................  4  

ART  .................................................................................................................................................................................................................................................................................  7  PHOTOGRAPHY  ......................................................................................................................................................................................................................................................  9  VISUAL  ARTS,  DESIGN  ...........................................................................................................................................................................................................................................  11  ANIMATION/DESIGN  STUDENTS  ..........................................................................................................................................................................................................................  13  

CAREERS  .......................................................................................................................................................................................................................................................................  16  GATEWAY  .............................................................................................................................................................................................................................................................  17  

COLLEGE  OF  PRACTICAL  DESIGN  ..................................................................................................................................................................................................................................  20  DESIGN  AND  VISUAL  COMMUNICATION  ..............................................................................................................................................................................................................  20  COMPUTING  .........................................................................................................................................................................................................................................................  22  FOODS  /  TECHNOLOGY  .........................................................................................................................................................................................................................................  24  HOSPITALITY  .........................................................................................................................................................................................................................................................  26  TEXTILES  ...............................................................................................................................................................................................................................................................  29  WOODWORK  /  HANDCRAFT  /  PRACTICAL  SKILLS  FOR  TRADE  ...............................................................................................................................................................................  32  

ENGLISH  ........................................................................................................................................................................................................................................................................  37  JOURNALISM  ........................................................................................................................................................................................................................................................  41  MEDIA  STUDIES  &  FILM  AND  ELECTRONIC  MEDIA  ................................................................................................................................................................................................  44  

ENGLISH  LANGUAGE  LEARNING  ..................................................................................................................................................................................................................................  50  

MATHEMATICS  .............................................................................................................................................................................................................................................................  56  

PERFORMING  ARTS  ......................................................................................................................................................................................................................................................  63  DANCE  ..................................................................................................................................................................................................................................................................  63  DRAMA  .................................................................................................................................................................................................................................................................  66  HAGLEY  THEATRE  COMPANY  ................................................................................................................................................................................................................................  69  MUSIC  ...................................................................................................................................................................................................................................................................  72  

PHYSICAL  EDUCATION  .................................................................................................................................................................................................................................................  76  HEALTH  AND  PHYSICAL  EDUCATION  .....................................................................................................................................................................................................................  76  OUTDOOR  EDUCATION  ........................................................................................................................................................................................................................................  80  

Page 4: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

2  

SCIENCE  ........................................................................................................................................................................................................................................................................  84  BIOLOGY  ...............................................................................................................................................................................................................................................................  84  CHEMISTRY  ...........................................................................................................................................................................................................................................................  86  HORTICULTURE  ....................................................................................................................................................................................................................................................  87  PHILOSOPHY  /  PSYCHOLOGY  ................................................................................................................................................................................................................................  91  PHYSICS  ................................................................................................................................................................................................................................................................  92  PRE-­‐HEALTH  .........................................................................................................................................................................................................................................................  94  SCIENCE  ................................................................................................................................................................................................................................................................  96  

SOCIAL  SCIENCES  ........................................................................................................................................................................................................................................................  101  CLASSICS  .............................................................................................................................................................................................................................................................  101  EARLY  CHILDHOOD  EDUCATION  .........................................................................................................................................................................................................................  103  ECONOMICS  AND  BUSINESS  STUDIES  .................................................................................................................................................................................................................  106  GEOGRAPHY  .......................................................................................................................................................................................................................................................  108  HISTORY  STUDIES  ...............................................................................................................................................................................................................................................  110  LEGAL  STUDIES  ...................................................................................................................................................................................................................................................  116  TOURISM  ............................................................................................................................................................................................................................................................  121  

 

 

             

Page 5: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

3  

BEST  PRACTICE  IN  TEACHING,  LEARNING  AND  ASSESSMENT  

INTRODUCTION  For  the  last  six  years,  Hagley's  subject  leaders  have  completed  an  annual  review  of  assessment  and  curriculum  in  their  subjects.  They  are  a  key  aspect  of  Hagley’s  operation  as  a  self  reviewing  school.  Subject  reports  also  form  a  central  and  well  regarded  aspect  of  the  College's  review  processes  in  audits  completed  by  two  key  external  agencies  ERO  and  NZQA.  All  subject  leaders  produce  an  annual  review  as  a  core  professional  function  they  undertake  as  a  subject  leader.      Subject  reviews  reflect  how  teachers  are  implementing  best  practice,  in  many  instances  how  learning  and  assessment  are  treated  in  an  integrated  way  in  order  to  benefit  student  achievement.  The  35  individual  reviews  included  in  this  document  are  grouped  into  nine  major  curriculum  departments.  Major  trends  seen  across  these  reviews  can  be  sourced  in  the  Learning  Futures  annual  portfolio  report.    The  subject  reviews  are  part  of  the  annual  whole  school  review  process  presented  to  the  Board  of  Trustees.  They  are  central  to  a  long  term  professional  development  initiative  to  review  of  curriculum  and  student  achievement  across  learning  areas  and  to  set  professional  learning  goals  across  the  College.      The  overall  goal  is  that  there  is  continued  refinement  of  evidence-­‐driven  practices  to  increase  student  engagement  and  achievement  across  all  learning  areas.  The  goal  is  closely  aligned  towards  achieving  two  of  the  College’s  strategic  priorities:  • Grow  a  strong  evidence-­‐based  model  of  teaching,  learning  and  assessment  • Develop  and  implement  new  models  of  educational  delivery  to  achieve  deep  and  sustained  student  engagement  and  achievement.    Progress  towards  the  overall  goal  is  documented  under  four  indicators  of  best  practice  which  are  reviewed  annually  by  each  learning  area  and  can  be  compared  year  by  year.  For  each  of  the  indicators  of  best  practice,  there  is  goal  of  continuous  self-­‐improvement.  This  might  be  evidenced  in  different  ways  as  appropriate  for  each  subject  area:  for  example,  an  improvement  in  NZQA  managing  national  assessment  data  such  as  moderation  results  or  in  NCEA  achievement;  the  increasing  robustness  of  audit  procedures  for  checking  the  appropriateness  and  validity  of  assessment  materials;  refinements  in  in-­‐school  moderation  practices;  the  strengthening  of  stategies  used  to  ensure  that  the  assessments  remain  accurate  and  consistent  with  national  standards;  improvements  in  teacher  inquiry  with  a  greater  focus  on  targetted  learners  and  research-­‐informed  practice.  Whatever  the  data  source,  self-­‐improvement  must  be  evident.    In  2013,  Hagley  was  placed  on  the  top  NZQA  review  cycle,  a  four  year  grading.  In  order  to  obtain  that  grading  which  very  few  schools  attain  nationally,  NZQA  assess  whether  self-­‐review  is  systematic  and  leads  to  a  shared  understanding  and  improvement  in  assessment  quality.  Indicators  1,  2  and  4,  the  assessment  sections  of  annual  subject  reviews,  are  intended  to  provide  school-­‐wide  evidence  of  this  at  a  subject  level.  Hagley's  process  of  robust  annual  subject  review,  where  all  subject  leaders  scrutinise  their  own  management  of  assessment  and  share  best  practice  with  their  colleagues,  senior  leadership  and  the  Board  of  Trustees,  is  regarded  by  NZQA  as  best  practice.  The  Hagley  Assessment  Policy  is  closely  integrated  with  these  two  indicators.  The  Policy  is  reviewed  annually  and  revised  in  accordance  with  NZQA  recommendations.    ERO  reports  on  the  quality  of  the  school’s  systems  for  sustaining  and  continuing  improvements.  Again,  our  subject  reviews  were  a  major  document  during  the  2011  ERO  visit  and  ERO  reviewers  made  reference  to  them  when  they  were  in  the  College.  They  said:  "The  college  is  very  well  placed  to  sustain  and  improve  its  performance.  The  senior  leadership  team  has  established  a  strong  philosophy  and  model  of  self  review  for  continuous  improvement.  This  is  supported  by  a  comprehensive  planning  and  reporting  cycle."  This  comment  reflects  on  both  the  subject  reviews  as  well  as  other  annual  portfolio  based  reporting.    

Page 6: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

4  

This  is  where  inquiry  is  critical  in  providing  school-­‐wide  evidence  for  Indicator  3,  the  curriculum  section  of  the  annual  subject  reviews.  What  we  are  placing  in  front  of  ERO  is  evidence  from  inquiries  completed  by  Hagley  teachers  that  answers  ERO's  key  question  in  a  school  review:  how  effectively  is  this  school’s  curriculum  promoting  student  learning  –  engagement,  progress  and  achievement?      The  College  has  a  profound  interest  in  a  sustainable  annual  process  of  self  review,  reflecting  and  reporting  on  teaching,  learning  and  assessment.  We  regard  annual  subject  reviews,  completed  by  all  teachers  in  charge  of  subjects,  as  key  professional  statements.  Subject  reviews  recognise  the  pedagogical  expertise  we  have  within  Hagley.  They  reflect  each  subject’s  professional  status  and  are  very  much  front  line  documents.  The  integration  of  self  review  with  the  school’s  professional  learning  and  appraisal  process  reflects  the  increasing  synergies  between  key  aspects  of  the  College’s  professional  work.    Indicators  of  Best  Practice  The  following  indicators  of  best  practice  are  used  in  each  review,  with  evidence  drawn  from  the  following  sources.      Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels  [Years  9  -­‐  13].  Evidence  from:  1. annual  assessment  audit  which  confirms  assessment  activities  used  are  appropriate,  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Through  the  audit  process  

which  follows  NZQA  moderation  protocols,  teachers  check  all  activities  against  the  indicators  used  by  NZQA  for  external  moderation.    2. confirmation  that  schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  

practice  in  teaching,  learning  and  assessment.    3. confirmation  that  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    4. description  of  effective  moderation  practices  within  a  subject.  It  is  optional  for  subject  leaders  to  use  annual  NZQA  moderation  results  [from  activities  and/or  student  work  moderation]  

in  their  annual  reports.    5. confirmation  of  internal  moderation  processes  that  all  teachers  in  a  subject  have  signed  off  that  internal  moderation  has  been  completed.  This  is  part  of  the  NCEA  results  sign  off  process  

for  each  teacher.  For  subject  leaders,  this  confirmation  also  includes  that  the  annual  three  point  moderation  check  [that  moderation  is  occurring  during  the  year]  has  been  completed  for  each  subject.  

 6. Indicator  2:  Assessment  is  at  the  national  standard.  Evidence  from:  1. each  subject  leader’s  ‘competent  assessor’  statement  in  which  they  describe  how  they  and  teachers  in  their  subjects  ensure  that  assessments  are  accurate  and  consistent  with  national  

standards.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.  Evidence  from:  1. 2014  teaching  as  inquiry  project  report:  a  summary  of  projects  completed  by  teachers  in  this  subject.  

Page 7: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

5  

 2. confirmation  that  annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  each  subject.    

 Indicator  4:  Achievement  Achievement  data  is  used  to  inform  practice.  Evidence  from:  1. each  subject  leader’s  commmentary  on  and  responses  to  achievement  data  in  their  subject.  This  includes  analysis  of  what  the  data  reveals  and  actions  taken  to  reach  desired  student  

achievement  outcomes.  

Page 8: Annual Reporting 2015 : Subject Reviews

ARTHOD: Peter GibsonART / HISTORY / PRINTMAKING /ART [LEVEL1,2]Subject Leader: Ken Cartwright

DESIGNSubject Leader: Peter Gibson

PHOTOGRAPHYSubject Leader: Gavin Hewitt

Page 9: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

7  

ART    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  For  Art  History,  Printmaking  and  Art,  all  activities  used  have  been  checked  against  national  standards.  For  new  Level  3  Achievement  Standards,  existing  activities  have  been  modified  to  align  with  the  changed  assessment  criteria  using  the  published  NZQA  examplars  as  guides  Level  1  activities  have  been  externally  moderated  and  modified,  when  required,  as  a  result  of  NZQA  feedback.    Locally  produced  activities  have  been  moderated  within  the  department.  Teachers  use  NCEA  Art  exemplars  to  aid  in  making  assessment  decisions.  These  are  backed  up  by  photographic  record  of  previous  years’  work.    Schemes  and  related  resources    Course  programmes  and  tasks  at  all  levels  are  based  around  the  learning  objectives  in  the  four    learning  areas  of  The  NZ  Curriculum.    Specific  learning  outcomes  are  linked  to  these.  Resources  for  all  subjects  continue  to  be  developed  and  modified  to  support  assessment  activities.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Art  History,  Printmaking  and  Level  One  and  Two  outlines  include  • the  internal  and  external  standards  assessed  in  each  subject  and  how  these  standards  are  integrated  within  the    programme  • conditions  for  assessment  to  ensure  validity,  authenticity    • an  opportunity  for  further  assessment    • absences  policy  • appeals  policy      Effective  moderation  practices  All  internal  moderation  of  photography  standards  is  done  within  the  Department  by  Gavin  Hewitt,  Peter  Gibson  and  Ken  Cartwright.  Benchmark  work  from  previous  years  is  referred  to,  samples  are  kept  and  when  available,  previous  moderated  work  is  used  as  a  reference.  Moderation  tracking  sheets  are  filled  out  and  signed  by  two  teachers  for  each  standard  assessed.  These  are  kept  and  filed  in  a  moderation  folder  kept  in  the  Art  office.    Internal  moderation  processes    The  teacher  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.          Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    

Page 10: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

8  

Competent  assessor  statement:  Ken  Cartwright  Ken  Cartwright  ensures  that  assessments  are  accurate  and  consistent  with  the  national  standard  by:    • referring  to  nationally  published  activities,  exemplars  and  NZQA  publications  such  as  SecQual  circulars  and  National  Moderator’s  report  • referring  to  feedback  and  moderation  results  from  externally  moderated  materials  and  moderation  occurring  inside  the  school.  • developing  a  strong  archive  of  assessment  materials  for  each  subject  including  assessed  work,  activities  and  internal  and  external  moderated  work.    • For  Art  [Level  1  &  2]  as  new  content  is  introduced  new  ,  samples  of  moderated  and  verified(for  externals  )  colour  photocopied  to  use  as  exemplars  as  resources  • consulting  subject  associations,and  Vis  Art  and  Art  History  net  online  ,  colleagues  in  other  schools  and  subject  advisers.  • Ken  has  also  been  an  NZQA  moderator  and  verifier  level  two  printmaking,  painting  and  photography  in  2014.  My  experience  is  used  in  the  department  to  moderate  assessment  decisions  

across  the  different  fields  .    2014  moderation  results:  A.S.  901484L:  Activity  approved    Assessed  work  agreed  8/8    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Ken  Cartwright  My  inquiry  involved  looking  into  the  assessment  results  in  joint  Level  2  and  3  print  class.  There  was  a  marked  difference  in  the  results  of  the  level  2  compares  to  the  level  3  students.  What  I  will  implement  in  2015:  • Modify  the  assessment  task  to  take  away  some  choice  and  be  more  prescriptive  in  all  working  from  a  limited  range  of  models  and  to  work  from  subject  matter  available  in  the  class.  • Instill  a  better  understanding  of  print  as  drawing,  to  consider  drawing  in  a  broader  sense,  drawing  on  ideas  and  research,  develop  a  habit  of  drawing  through  short  exercises  as  a  starting  

point  each  class  as  a  warm  up.  • Seating:  I  want  to  experiment  with  the  space  and  class  setting.  • Limit  the  range  of  technical  models  all  working  from  the  same  examples.  Limit  decisions  early  on  as  work  production  is  engaged  with  opening  out  some  choices.  • The  journal:  all  students  to  keep  a  workbook  that  will  document  the  processes  and  their  development  of  ideas  and  systematic  thinking    My  inquiry  will  focus  on  these  issues  and  document  the  effect  and  use  data  to  compare  from  this  year.      

 Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Baseline  Data  /  11  Art:  A  comparison  of  data  from  2013  to  2014  shows  a  drop  in  students  achieving  14+  credits  from  75  %  to  65%.  I  also  observed  a  reluctance  of  students  to  engage  and  complete  the  first  drawing  based  standard  in  the  beginning  of  the  year.  Although  21  completed  the  assessment,  most  were  at  the  achieved  level  71%  and  28%  at  merit.  Target:  To  engage  students  early  in  the  year  and  become  more  productive.  

Page 11: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

9  

Action:  In  2015  we  have  introduced  a  new  internal  standard  1.5    This  involves  creating  a  small  sculpture  based  on  a  pop  surrealist  artist.  It  involves  hands  on  making  and  doing  and  students  are  able  to  become  engaged  without  the  initial  reluctance  to  draw.  Outcomes:  An  increased  percentage  of  students  gaining  14+  credits.  With  the  early  success  in  achieving  the  credits  whether  this  will  flow  onto  the  increased  confidence  in  the  students  and  greater  participation  in  the  next  internal  assessment  and  an  increase  in  performance  achieving  at  a  higher  level.  Once  the  assessments  have  been  completed  this  will  be  evaluated  and  the  1.5  adjusted  as  required.  

PHOTOGRAPHY  

SUBJECT  LEADER:  GAVIN  HEWITT    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  All  photography  activities  used  have  been  reviewed  and  checked  against  national  standards.  Activities  are  externally  moderated  and  modified  when  required  as  a  result  of  NZQA  feedback.  School  produced  activities  are  moderated  within  the  department.  Teachers  use  NCEA  Photography  exemplars  to  aid  in  making  assessment  decisions.  These  are  backed  up  by  records  and  visual  exemplars  from  previous  years.    Schemes  and  related  resources    Schemes  and  related  resources  are  completed  and  in  place  for  Photography  programmes  from  years  12-­‐13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching  and  learning  and  assessment,  and  are  available  for  all  staff.  Course  outlines,  project  briefs  and  assessment  activities,  as  well  as  extensive  resources  are  available  to  teachers  and  students  on  Clutha  (Art  Department  Server)  throughout  the  year.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Photography  course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  Detailed  course  outlines;  including  standards  (internal  and  external),  assessment  dates,  and  assessment  policy,  are  handed  out  to  all  students  at  the  beginning  of  the  year.  Course  outlines,  project  briefs  and  assessment  activities,  as  well  as  extensive  resources  are  available  to    teachers  and  students  on  Clutha  the  art  department  server,  throughout  the  year.    Effective  moderation  practices  Where  one  teacher  is  the  only  person  assessing  one  or  more  standards  in  a  particular  subject  within  the  College,  their  ‘competent  assessor’  status  verifies  that  student  work  is  assessed  at  a  standard  consistent  with  national  levels.    If  required  moderation  can  be  carried  out  through  subject  association  contacts  .  Assessment  and  student  work  is  moderated  within  the  department.  Benchmark  work  from  previous  years  is  referred  to,  samples  are  kept  and  previous  moderated  work  is  used  as  a  reference.  Subjects  with  two  classes  work  is  assessed  together  with  both  teachers.    Internal  moderation  processes    The  teacher  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      

Page 12: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

10  

Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Gavin  Hewitt    Gavin  Hewitt  assures  that  assessments  are  accurate  and  consistent  with  the  national  standard  by:  • Referring  to  nationally  published  activities,  exemplars  and  NZQA  publications  such  as  SecQual  circulars  and  National  Moderator  Reports  • Referring  to  feedback  and  moderation  results  from  externally  moderated  materials  as  well  as  moderation  occurring  within  the  school  • Keeping  archives  of  past  assessment  materials,  including  activities  and  work  assessed  /  moderated  both  internally  and  externally  • Consulting  subject  associations,  subject  networks,  colleagues  in  other  schools  and  subject  advisors  • Feedback  from  other  teachers  in  the  Department,  or  from  teachers  with  assessment  expertise  within  the  school    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Gavin  Hewitt  Managing  to  ensure  all  Year  13  photography  students  on  individual  programmes  receive  the  attention  they  need  to  become  independent  in  their  photography  and  complete  the  folio  to  the  best  of  their  ability  is  always  a  challenge.  Two  areas  to  consider:  monitoring  every  students  progress  in  a  digital  environment  and  encouraging  students  to  move  from  a  state  of  dependence  to  independence  in  their  photographic  practice.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.  

 

Baseline  data:    Results  in  13  Photography  indicate  that  75%  of  students  earned  14  credits  or  more,  suggesting  that  the  external  folio  submission  is  still  the  main  focus  of  photographic  teaching  practice  and  achievement  within  the  classroom.  

Whilst  this  is  just  short  of  the  80%  target,  of  interest  is  the  numbers  of  students  achieving  only  one  internal  standard  within  the  course.  55%  of  students  achieved  the  folio  and  also  achieved  in  one  internal  standard  (3.2),  with  only  5%  of  students  achieving  in  the  folio  and  two  internal  standards  (3.2  &  3.3).  Why?  

Target:  To  provide  greater  opportunities  and  support  for  students  to  achieve  two  photography  internals  (3.2  &  3.3)  and  complete  and  achieve  the  photography  portfolio  (3.4).  

Actions:  Having  identified  the  target  group,  we  have  modified  the  assessment  activities  for  the  2015  class.  This  is  in  line  with  recommendations  from  NZQA  2014  moderation  reports  which  suggest  extending  the  activities  for  3.1  directly  into  3.2.    To  help  students  achieve  the  external  3.4  individual  student  plans  were  employed,  and  monitored  through  a  visual  “traffic  light”  system  for  each  panel.  Where  students  were  not  meeting  deadlines,  extra  learning  opportunities  were  offered.  

Outcomes:  By  extending  the  activities  of  3.2  into  3.3,  and  treating  both  assessment  activities  as  one  seamless  task,  it  is  expected  students  will  have  greater  opportunities  to  achieve  both.  The  task  requirements  of  two  separate  activities  will  be  condensed  -­‐reducing  student  workload.  Several  parents  were  contacted  and  after  school  and  weekend  learning  opportunities  arranged.  16  folios  were  submitted,  15  achieving  NCEA  credits  (7  of  them  at  Excellence  level).  

Evaluation:  In  2014  it  was  observed  that  students  who  only  completed  the  one  standard,  took  some  time  to  gain  the  necessary  self  management  and  organisational  skills  required.  Students  then  focused  on  the  standard  with  the  greater  credit  value  -­‐  the  folio.  One  student,  despite  learning  opportunities  offered,  completed,  but  did  not  gain  an  achieved  grade.  Student  organisational  skills  were  a  factor.  

Page 13: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

11  

Planning  for  follow  on  actions:  This  strategy  will  be  monitored  by  reviewing  student  achievement  data  in  January  2016.  

VISUAL  ARTS,  DESIGN  

SUBJECT  LEADER:  PETER  GIBSON    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  All  design  activities  used  have  been  reviewed  and  checked  against    national  standards.  Activities  are  externally  moderated,  and  modified  when  required  as  a  result  of  NZQA  feedback.  School  produced  activities  are  moderated  within  the  department.  Teachers  use  NCEA  Design  exemplars  to  aid  in  making  assessment  decisions.  These  are  backed  up  by  records  and  visual  exemplars  from  previous  years.    Schemes  and  related  resources    Schemes  and  related  resources  are  completed  and  in  place  for  Design  programmes,  years  11  –  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  all  staff.  Course  outlines,  project  briefs  and  assessment  activities  ,  as  well  as  extensive  resources  are  available  to  teachers  and  students  on  Clutha  (art  department  server)  throughout  the  year.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Design  course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Detailed  course  outlines,  including  standards  (internal  and  external),  assessment  dates,  and  assessment  policy,  are  handed  out  to  all  students  at  the  beginning  of  the  year.  Course  outlines,  project  briefs  and  assessment  activities  ,  as  well  as  extensive  resources  are  available  to  teachers  and  students  on  Clutha  the  art  department  server,  throughout  the  year.    Effective  moderation  practices  All  internal  moderation  of  design  standards  is  done  within  the  department  by  Peter  Gibson  and  Gavin  Hewitt.  Benchmark  work  from  previous  years  is  referred  to,  samples  are  kept  and  when  available,  previous  moderated  work  is  used  as  a  reference.  Moderation  tracking  sheets  are  filled  out  and  signed  by  two  teachers  for  each  standard  assessed.  These  are  kept  and  filed  in  a  moderation  folder  kept  in  the  Art  office.    Internal  moderation  processes    The  teacher  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Peter  Gibson    Peter  Gibson  assures  that  assessments  are  accurate  and  consistent  with  the  national  standard  by:  

• Referring  to  nationaly  published  activities,  exemplars  and  NZQA  publications  such  as  SecQual  circulars  and  National  moderators  reports.  

Page 14: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

12  

• Referring  to  feedback  and  moderation  results  from  externally  moderated  materials  as  well  as  moderation  occuring  within  the  school.  • Keeping  archives  of  past  assessment  materials  for  each  subject,  including  activities,  and  work  assessed/moderated  both  internally  and  externally.  • Consulting  subject  associations,  subject  networks,  colleaques  in  other  schools  and  subject  advisors.  • Feedback  from  other  teachers  in  the  department,  or  from  teachers  with  assessment  expertise  within  the  school.  • Teachers  responsible  for  subjects,  support  other  teachers  in  their  subject  areas  to  develop  and  maintain  understanding  about  assssment.  • If  in  doubt,  Ken  Cartwright,  who  is  a  trained  visual  arts  moderator,  is  consulted.  

Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Peter  Gibson  2014  Teaching  Inquiry,  Design:  investigated  and  recorded  student  response  to  a  new  Level  2  Design  programme  that  integrated  the  internals  standards  as  one  12  week  project.    Issues  arising  were  analysed  and  carried  forward  for  practical  inquiry  in  2015:  in  particular,  the  need  to  find  ways  in  which  reflective  writing  could  become  a  better  integrated  part  of  the  design  process,  without  compromising  students’  creative  and  practical  work  flow.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.  

 

Baseline  data:    2014  Level  3  Design,  NCEA  data  review,  missrepresents  the  success  of  that  course  as  restructured  for  2014  to  improve  student  retention,  engagement  and  achievement.    

Target:  Increase  the  number  of  students  achieving  14  or  more  credits  in  L3  Design.  2013:  -­‐  out  of  a  class  of  21  only  16  achieved  results,  and  only  69%  of  those  gained  14  or  more  credits    

Actions:  I  restructured  the  programme  for  2014,  making  it  more  cohesive  and  manageable,  by  combining  the  internal  and  folio  standards  into  one  continual  project,  making  successful  completion  of  the  folio’s  more  achievable.  The  folios  alone  are  worth  14  credits.    

The  intention  was  to  start  folio  projects  in  term  one,  (with  internal  standards)  thus  allowing  more  time  for  their  completion.  

Outcomes:  Unfortunately,  not  much  better  than  2013.  

2014:  class  of  22  (should  be  21,  see  below  *)  only  16  achieved  results,  and  75%  achieved  14  or  more  credits.*  Out  of  the  22  students  only  21  enrolled  for  L3  NCEA.  The  22nd  student  was  an  animation  student  who  passed  L3  the  previous  year.  He  stopped  attending  in  term  one.  

By  week  three,  term  two,  when  the  internals  were  due,  12  students  in  the  class  of  21  had  completed  enough  work  to  pass  at  least  one  of  the  internal  standards,  and  by  doing  this  had  also  produced  enough  work  to  cover  the  first  panel  of  their  folio,  which  was  a  considerable  improvement  on  previous  years,  time  wise.    The  remaining  9  students  had  not  at  this  stage  produced  enough  work  for  assessment.  Three  of  the  9;  Tyrone,  Loren  and  Josh,  although  producing  standard  work,  presented    serious  attendance  problems,  attributed  to  external  issues,  (accommodation,  health  etc)  that  eventually  led  to  their  leaving  Design  altogether.  Josh  was  the  only  one  of  this  group  who  achieved  any  credits  in  design,  and  we  later  came  to  an  agreement  with  him  that  if  he  was  over-­‐committed,  he  could  drop  design  and  concentrate  on  his  Photography  folio,  which  he  did  with  excellent  results.  Two  students,  Daniel  and  Amos  were  struggling  to  learn  Photoshop,  and  understand  requirements  at  this  level.  Neither  completed  the  internals,  but  Amos  did  go  on  to  complete  a  successful  folio.  Daniel  abandoned  the  internals  to  concentrate  on  an  animation/design  folio.  Four  students;  Kaitlin,  Hannah,  Keir,  Nico,  made  it  clear  at  this  stage  that  they  were  not  interested  in  the  internals,  didn’t  like  the  set  project,  and  wanted  to  start  something  different  for  their  folios.  I  was  able  to  negotiate  individual  folio  projects  to  suit  each  student’s  needs.  Hannah  and  Kaitlin  went  on  to  complete  successful  folios,    while  Keir  and  Nico  started  work  on  combined  animation/design  folios.  

Page 15: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

13  

Animation/Design  students  

There  were  4  students  also  studying  Animation  who  wanted  to  produce  Design  folios  based  around  their  animation  work.  Mid  term  two,  HT  and  GN  worked  together  to  outline  a  parallel  programme  for  these  students  in  relation  to  folio  requirements.  By  late  September  it  became  apparent  that  progress  was  problematic,  they  had  a  greater  work  load  and  were  behind  the  rest  of  the  class.  It  was  suggested  to  them  if  they  enrolled  in  the  School  of  Animation  2015,  they  could  take  two  years  to  complete  their  folios.  All  4  are  currently  enrolled  in  School  of  Animation  and  will  be  completing  their  L3  NCEA  this  year.      

Evaluation:  Out  of  a  class  of  21  students,  12  completed  and  submitted  folios  in  term  four  for  external  examination.  1  student,  who  achieved  8  internal  credits,  failed  to  complete  his  folio.      All  students  who  submitted,  passed:    2+E,  6+M,  4+A.  During  term  two:  4  students  quit  the  programme;  3  left  Hagley  altogether,  1  dropped  Design  in  order  to  concentrate  on  Photography  ,  2    left  with  no  credits,  1  with  4  credits,  1  with  8  credits.  All  4  students  had  serious  attendance  problems  across  all  subjects,  summarised  on  Kamar    (total  attendance  rates)  as  follows;  -­‐  44%,  46%,  32%,  22%  4  students  (all  studying  Animation)  chose  to  disengage  with  design  NCEA  requirements  in  order  to  concentrate  on  their  Animation  projects.  All  4  enrolled  in  the  School  of  Animation  2015  where  they  will  complete  the  same  design  standards  as  part  of  that  course.    1  of  these  Animation  students  did  however  achieve  8  internal  design  credits  2014.    

Conclusion:  By  term  three,  13  students  remained  committed  to  the  folio,  which  is  worth  63%  of  the  total  credits  offered.  If  we  adjust  the  figures  to  include  only  those  who  committed  to  the  whole  programme,  and  exclude  the  8  students  who,  either  left  the  course  half  way  through,  or  chose  not  to  complete  a  folio  this  year,  the  outcome  is  more  affirmative;    13  students  completed  the  programme;      12  achieved  14  or  more  credits,  =  92%

Page 16: Annual Reporting 2015 : Subject Reviews
Page 17: Annual Reporting 2015 : Subject Reviews

careersHOD: Kevin addison

Page 18: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

16  

CAREERS      SUBJECT  LEADER:  KEVIN  ADDISON    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Assessment  activities  used  are  appropriate,  fair  and  offer  valid,  accurate  assessment  opportunities  against  national  standards.  All  assessment  tasks  used  have  been  checked  against  the  national  standards.    Assessment  tasks  are  commercially  purchased  materials  which  have  gone  through  a  rigorous  internal  moderation  process  before  being  made  available  for  purchase.  All  units  with  version  changes  were  upgraded  in  2013  to  reflect  the  new  outcomes  and  evidence  requirements.  The  Careers  Department  has  purchased  a  number  of  further  upgrades  in  2014.    All  versions  used  are  current.  The  HOD  careers  regularly  attends  CATE  meetings  (subject  association)  where  assessment  issues  are  explored.    Schemes  and  related  resources  are  complete  and  in  place  for  Employment  Skills  and  Gateway.  These  materials  are  aligned  to  The  New  Zealand  Curriculum  and  reflect  best  practice  in  teaching,  learning  and  assessment.    Course  outlines  and  practices  for  NCEA  programme  are  linked  to  and  comply  with  the  Hagley  Assessment  Policy.They  include  the  unit  standards  assessed  and  how  these  standards  are  integrated  within  the  programme.  The  Careers  Department  Assessment  Policy  includes  conditions  for  assessment  to  ensure  validity  and  authenticity;  opportunities  for  further  assessment;  absences  policy  and  appeals  policy.    Effective  moderation  practices  Where  more  than  one  teacher  assesses  the  same  standard  within  the  College,  each  teacher  verifies  that  the  assessment  used  and  the  student  work  assessed,  is  at  a  standard  consistent  with  national  levels  for  each  internal  standard  offered.  The  Gateway,  Employment  skills  and  Learning  skills  teachers  moderates  two  student  work  samples  from  each  core  generic  unit  standard  offered  within  the  subject.  Teacher  judgements  are  checked  and  modifications  are  made  as  a  result  of  the  internal  moderation  process  as  necessary.  Expertise  is  also  sought  within  the  school  where  other  departments  are  offering  core  generic  unit  standards  to  confirm  activities  and  assessments  are  appropriate.  Moderation  tracking  sheets  for  all  unit  standards  are  maintained  and  copies  of  all  moderated  work  is  filed  within  the  department  for  a  minimum  of  two  years.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Kevin  Addison  The  Employment  skills  and  Gateway  teacher  ensures  that  assessments  are  accurate  and  consistent  with  the  national  standard  by:  

• referring  to  feedback  and  moderation  results  from  externally  moderated  materials  • consulting  colleagues  in  other  schools  and  attending  subject  association  meetings  (CATE)  

Page 19: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

17  

• undergoing  a  moderation  process  within  the  department  (the  host  department)  and  within  other  departments  who  are  offering  the  same  unit  standards  • consulting  NZQA  and  TKI  websites  where  appropriate    

Professional  Development  opportunities  are  taken  up  as  appropriate.    All  moderated  material  is  retained  for  two  years.    Moderation  reports  for  all  standards  selected  confirm  that  activities  and  assessment  practices  are  consistently  at  the  national  standard.  Feedback  and  advice  is  sought  and  given  within  the  department  through  liaison  with  the  Careers  Advisor  and  within  other  departments  who  are  offering  the  same  unit  standards.    Indicator  3:  Teacher  inqiry  is  used  to  inform  practice.    Kevin  Addison  My  inquiry  was  directed  towards  gaining  a  greater  understanding  of  how  offering  student’s  choice  around  unit  selection  can  influence  achievement.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.  

Gateway  Baseline  data:    Results  in  the  Gateway  classes  indicate  that  the  average  credits  per  student  who  completed  a  work  placement  has  increased  from13  to  14.3    However  this  will  need  to  be  increased  to  20  credits  in  2015  to  meet  the  new  TEC  requirements.  

Target:  To  raise  student  achievement  to  20  credits  in  Gateway.  Actions:  From  the  inquiry  project  in  2014  we  have  reduced  the  amount  of  choice  students  are  given  and  have  started  packaging  units  together.  Outcomes:  The  Gateway  average  has  increased.  Evaluation:  The  increase  is  still  not  close  to  the  new  TEC  target  for  2015.  It  is  going  to  take  further  course  development  to  meet  the  target.  We  also  have  a  number  of  students  who  benefit  greatly  from  the  work  placement  even  gaining  part  time  work.  However  they  struggle  with  the  theory  components  of  the  course.  These  students  bring  the  average  down.  

Planning  for  follow  on  actions:  The  strategy  developed  from  the  inquiry  project  is  going  to  have  to  be  applied  to  more  of  the  units  in  2015  so  students  have  a  more  manageable  course  to  reach  the  Gateway  target.  We  are  also  going  to  have  to  develop  strategies  to  support  the  students  who  do  not  have  the  academic  ability  to  complete  the  theory.  We  have  updated  some  of  the  core  units  to  include  some  literacy  support  which  will  hopefully  improve  achievement  for  these  students.  

Employment  Skills  

Baseline  data:    Results  in  the  Employment  Skills  class  indicated  that  the  average  credits  per  student  ranged  from  5-­‐13.  A  third  of  students  in  the  class  transitioned  out  of  the  Employment  skills  class  during  the  year  without  results  in  the  subject.  A  group  of  4  students  achieved  14+  credits  in  the  course.  

Target:  To  raise  engagement  and  retention  in  Employment  Skills  and  continuing  to  raise  achievement.  

Actions:  Arranging  a  number  of  industry  visits  during  the  year  to  enrich  the  Employment  Skills  program,  improve  engagement  and  promote  retention.  The  more  students  that  engage  with  the  Employment  Skills  program,  the  more  likely  they  are  to  achieve  a  larger  amount  of  credits  as  well  as  gain  valuable  skills  for  entering  the  work  place.  

Outcomes:  Not  only  has  the  Employment  Skills  class  retained  more  students,  but  the  success  of  these  students  has  been  noticeable  since  2013.      Evaluation:  The  increase  in  engagement  has  helped  to  improve  students  success  and  has  shown  a  marked  increase  in  credits.  

Page 20: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

18  

Planning  for  follow  on  actions:  This  year  we  will  continue  to  enrich  the  program  with  industry  visits  and  encourage  students’  engagement  with  the  course  inside  and  outside  the  classroom.  Students  will  be  more  likely  to  engage  with  a  rich  Employment  Skills  program  that  engages  their  interests  and  shows  them  that  the  skills  they  learn  through  the  theory  actually  link  to  the  real  world.  We  will  continue  to  support  students  with  special  learning  requirements  in  the  class  and  attempt  to  lift  achievement.    

 

Page 21: Annual Reporting 2015 : Subject Reviews

College of practical designHOD: Vicki DixonDESIGN AND VISUAL COMMUNICATIONSubject Leader: Ryszard Dybka

COMPUTINGSubject Leader: Tic H’sia How

FOODS / TECHNOLOGYSubject Leader: Robyn Davison

HOSPITALITYSubject Leader: Marc Alexander

TEXTILESSubject Leader: Vicki Dixon

WOODWORK / HANDCRAFT / PRACTICAL SKILLS FOR TRADESubject Leader: Mary Latimer

Page 22: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

20  

COLLEGE  OF  PRACTICAL  DESIGN    

DESIGN  AND  VISUAL  COMMUNICATION  SUBJECT  LEADER:  RYSZARD  DYBKA    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  For  Level  1,  assessment  activities  have  been  sourced  from  the  TKI  site  and  modified  to  incorporate  the  context.  The  activity  is  then  internally  moderated  by  Robyn  Davison,the  teacher  with  assessment  expertise  in  Technology  in  regard  to  the  achievement  standard  concerned.  It  is  then  used.  After  each  year,  teacher  assessed  student  work  and  an  activity  nominated  by  NZQA  is  sent  to  NZQA  for  external  moderation.  Depending  upon  the  outcome  of  that  moderation,  the  activity  can  be  refined  so  that  it  accurately  relates  to  the  heart  of  the  achievement  standard.  The  graphics  department  is  responsible  for  the  teaching  of  Graphics  (DVC)  for  Year  9  to  Yr  11  level  students.  Year9  Graphics:  Regular  observations  are  made  of  sampled  classes  and  post  class  relective  practice  meeting  discusses  the  good  teaching  model  and  competency  links  to  the  technology  curriculum  matrix.  Year  10  Graphics:  As  with  the  year  9  class.  The  key  activities  reinforce  the  underlying  practice  in  numeracy  and  literacy.  As  such  observations  are  made  which  consider  the  requirements  of  the  Technology  Curriculum  and  how  well  they  are  delivered  through  sound  practice  as  described  in  the  good  teaching  model.  Year  11:  At  the  beginning  of  each  year,  previous  years  assessed  work  and  teacher  prepared  activities    are  sent  to  NZQA  for  moderation.  This  exercise  is  the  backbone  to  any  professional  development  on  achievement  standard  assessments  which  may  occur  during  the  year.      Schemes  and  related  resources    In  close  liason  with  Robyn  Davison,  teaching  schemes  for  the  Years  9,  10  and  11  subjects  have  had  all  work  divided  into  units  of  work  and  resources  and  kept  in  the  office  space  for  all  to  use.      Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  The  internal  and  external  standards  that  are  offered  and  assessed  in  each  subject  with  information  about  how  the  standards  are  integrated  into  programmes  are  included.  This  is  clearly  communicated  on  a  “Quick  Glance”  course  outline  which  is  attached  to  the  outside  of  each  students  design  folder.  The  students  in  the  class  are  informed  that  a  student  would  only  be  assessed  when  they  are  ready  for  assessment  .  The  flexibility  allows  students  to  revisit  work  and  not  to  be  limited  in  advancing  their  learning.  This  flexibility  does  not  undermine  the  importance  that  each  student  produce  their  own  work.  Students  set  goals  at  the  beginning  and  middle  part  of  the  course.    Effective  moderation  practice  Internal  moderation  of  student  work  for  level  1  Graphics  occurred  during  the  year  ending  2014  by  Robyn  Davison.  The  moderation  process  also  highlighted  that  two  of  the  students  in  the  course  were  producing  level2  DVC  standard  work.  This  was  independently  verified    by  a  moderator  at  Riccarton  High  School.    Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.  

Page 23: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

21  

 Competent  assessor  statement:  Ryszard  Dybka  Ryszard  Dybka  ensures  that  assessments  are  accurate  and  consistent  with  the  national  standard  through:  • Teacher  PD  sessions  are  invaluable  to  hear  from  the  moderator  and  fellow  teachers  as  to  their  experiences.  The  moderator’s  moderation  results  explained  through  externally  moderated  

materials  as  exemplars  and  practical  steps  to  moderate  work  are  highly  sought  after  pearls  of  wisdom.    • Work  is  archived  in  the  department  as  per  NZQA  requirements.  A  selection  of  student  work  which  demonstrates  the  broad  spread  of  levels  is  presented  in  A3  portfolio  folders.  The  key  

function  of  the  portfolio  is  to  allow  at  any  time,  teachers  and  students  to  view  the  range  of  work  required  and  match  the  “mountain  to  the  molehill”,  the  “molehill”  being  the  moderated  project  interpreting  the  NZQA  standard.  

• Whenever  clarification  is  required  as  to  the  interpretation  of  standard  nomenclature,  the  Technology  moderator  at  Hagley,  shares  her  expertise  willingly.  • Department  meetings  are  invaluable  to  initialise  and  expound  the  requirement  for  department  assessment  consistency  with  colleagues.    • Because  there  are  no  other  teachers  in  the  Graphics  department  apart  from  the  TIC,  support  is  maintained  by  using  PD  resources  and  initiative  of  the  TIC  to  develop  and  maintain  

understandings  about  assessment.  • Referring  to  nationally  published  activities,  exemplars  and  NZQA  publications  such  as  SecQual  circulars  and  National  Moderator’s  reports.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Ryszard  Dykba  As  with  the  previous  two  years  inquiries,  the  focus  of  the  2014  inquiry  was  centred  on  the  understanding  of  design  elements  in  the  context  of  DVC  (Design  &  Visual  Communication).  With  the  added  emphasis  on  strengthening  Hagley  teaching  ties  to  New  Zealand  biculturalism,  a  comparative  case  study  was  constructed  using  New  Zealand’s  oldest  complete  Maori  whare  “Te  Hau  Ki  Tauranga”  to  a  broad  range  of  world  architectural  structures.  The  aim  was  to  categorise  the  degree  of  similarity  of  influences  in  this  Maori  structure  compared  to  many  types  of  world  structures.  It  was  hoped  that  a  conclusion  could  then  be  made  as  to  how  pure  the  influences  in  the  Maori  structure  were  based  upon  Maori  architectural  style  &  culture.  The  presentation  was  shown  in  power  point  to  a  year  11  DVC  class.    The  presentation  concluded  that  there  was  a  mixture  of  both  Maori  &  Pakeha  influences  visible  in  the  “Te  Hau  Ki  Tauranga”  whare.  This  conclusion  has  been  hampered  by  the  lack  of  specifications  available  of  the  “Te  Hau  Ki  Tauranga”whare,  which  is  partly  due  to  the  unhelpful  nature  of  museum  staff  at  Te  Papa.  They  justified  their  lack  of  cooperation  due  to  Maori  protocols.  Unfortunately  the  lack  of  credible  information  has  consequently  weakened  the  viability  of  this  reports  comparative  conclusions.  Questions  were  asked  after  the  end  of  the  power  point  presentation  by  the  class  students.    Immediately  afterwards  two  film  clips  concerning  architecture  as  a  university  career  were  shown  as  well  as  the  film  of  an  existing  Maori  University  graduate  architect.    The  resource  was  made  available  on  the  Hagley  Library  blog  site  below;  https://www.blendspace.com/lessons/LzoYDAwH9KM9jQ/maori-­‐resources  This  resource  can  be  viewed  by  anyone  outside  Hagley  which  could  result  in  feedback  from  interested  parties  which  will  benefit  me  as  a  teacher  in  reflecting  upon  this  work.  In  conclusion  I  found  this  case  study  in  architecture  to  be  an  useful  resource  to  my  future  studies  when  describing  the  use  of  Maori  influences  in  design.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    My  continuing  aim  with  DVC  is  to  improve  the  grades  of  the  students  and  credits  gained.  We  are  fortunate  that  the  school  provides  data  to  show  previous  years’  achievements  to  allow  year  to  year  comparisons.  This  is  is  critical  in  order  to  meet  the  school’s  requirements  of  a  minimum  credit  threshold  attainment  of  12  credits  from  85  %  of  students  in  each  subject.    

Page 24: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

22  

Year  ending  2014  data  suggested  that  the  overall  attainment  percentage  was  below  this  figure.  It  was  soon  obvious  that  the  reason  for  this  shortfall  in  credits  was  due  to  a  0%  attainment  in  credits  (63%  achieved  in  2013)  in  one  of  the  two  externals  attempted  (AS91053)  and  a  19%  reduction  in  another  (AS91063,  from  63%  acheieved  to  44%).  For  the  AS91063  reduction  in  credits,  I  examined  the  markers’  comments  and  compared  these  to  the  standard  and  national  student  exemplars.  It  soon  became  clear  that  the  reduction  was  due  to  poor  use  of  2D  drawing  in  contrast  to  the  high  standard  of  3D  produced.    As  to  the  lack  of  credits  in  AS91053  I  immediately  advised  Robyn  Davidson  of  the  discrepancy.  She  checked  if  the  papers  were  not  check  marked  or  if  they  were  from  the  same  marker.  This  could  suggest  that  the  marking  process  may  not  have  been  conducted  to  the  highest  standards.  These  papers  (  7  of)  were  then  sent  back  for  reconsideration,  after  removing  papers  which  were  below  the  standard.    Overall  the  medium  grade  in  the  course  was  Merit  with  credit  attainment  of  10  credits.  Pending  a  positive  outcome  of  the  remarking  of  AS91053,  would  push  the  current  attainment    percentage  level  closer  to  the  12%  level  for  85%  of  the  students.        At  the  11  Graphics  classroom  level,  my  experience  of  missed  credits  due  to  lack  of  evidence  in  the  students  work  has  demanded  an  immediate  re-­‐think  of  my    understanding  of  AS91063  standards  requirements,  and  how  to  furnish  the  students  work  with  credible  marker  evidence.    The  students  in  this  2015  class  have  in  most  part  limited  experience  in  drawing,  as  well  as  having  nil  experience  in  combining  drawings  with  design  language  styled  commentary.    To  hook    the  students’  design  interest,  I  needed  to  present  an  idea  at  the  primal  level.  To  this  end  using  the  AS90153  kettle  product  design  idea,  I  have  drawn  up  an  exemplar  which  show  the  key  elements  of  AS90163  as  block  features.  The  context  is  ‘homeless  hobo  kettle’.  The  al  dente  palatability  of  the  context  and  presentation  style  of  the  page  seems  to  have  paid  off.  Early  on  in  2015  I  initially  find  the  student  progress  in  drawing  to  the  standard  of  AS90163  to  be  stifling,  but  now  find  the  students  mimick  the  teacher’s  design  intention.  The  class  is  starting  to  make  consistent  inroads  towards  well  considered  DVC  standards  of  work  and  hence  consistent  2016  NCEA  results.  

COMPUTING  SUBJECT  LEADER:  TIC  H’SIA  HOW    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  at  all  levels  [Years  9  –  13].    Assessment  materials  audit  Assessments  used  were  pre  moderated  by  NZQA  and  were  from  a  reliable  source  (Instant).  Assessments  that    were  made  in  Hagley  followed  the  TKI  examples  and  were  moderated  by  local  members  of  the  Computing  Teachers  Society  (NZACDITT)    Schemes  and  unit  plans  are  in  place  and  available  to  all  Computing  teachers  on  the  networked  drive.  They  are  also  aligned  to  the  new  Technology  and  Digital  Technology  aligned  standards.  Unit  plans  and  schemes  were  created  in  collaboration  with  other  experienced  Digital  Technology  teachers  in  Christchurch  during  NZACDITT  (New  Zealand  Association  for  Computing,  Digital  and  Information  Technology  Teachers)  meetings.    Course  outlines  and  practices  follow  the  Hagley  Assessment  Policy  including:  

• A  list  of  standards  assessed  (internal  and  external)  • Conditions  of  assessment  to  ensure  validity  • Lists  when  opportunities  will  come  around  for  further  assessment  • Appeals  policy  

Assessments  are  done  under  teacher  supervision  to  ensure  authenthicity  and  validity.  Assessments  are  also  not  given  until  the  students  have  done  all  prerequisite  learning.    

Page 25: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

23  

Effective  moderation  practices  Teachers  cross  moderate  between  classes  where  standards  were  used  by  both  classes.  This  included  some  standards  from  HALC.  Other  courses  had  assessments  moderated  by  NZQA  as  well  as  teachers  from  other  schools  via  NZACDITT  and  personal  connections.  Where  assessments  were  written,  they  followed  the  TKI  examplars  or  other  paid  resources  (Instant)  closely.      Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Tic  H’sia  How  Teachers  in  Computing  ensure  that  assessments  are  accurate  and  consistent  with  national  standards  by:  • Keeping  in  contact  with  and  moderating  with  other  local  teachers  of  Digital  Technologies  • Using  moderated  resources  and  marking  schedules  from  reputable  sources  • Joining  subject  association  to  share  ideas  and  resources  wih  other  teachers  in  the  field  and  to  update  current  knowledge  of  the  subject  area  • Attending  regular  Professional  Development  sessions  with  experts  in  the  teaching  area  • Any  resources  that  are  made,  are  moderated  with  other  Digital  Technologies  teachers  online.          Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Tic  H’sia  How    My  inquiry  looked  into  effective  teaching  methods  for  combined  year  level  classes  as  well  as  looking  at  some  of  the  concerns  raised  by  having  combined  year  level  classes.  Some  sustainability  concerns  were  raised  at  the  start  of  the  year  when  a  student  asked  “…if  we  have  two  classes  in  the  same  time  slot  and  only  one  of  you,  how  are  we  supposed  to  learn?”  Students  who  were  opting  out  of  the  class  were  also  surveyed  as  to  why  they  decided  to  leave.  Main  reasons  included  not  having  enough  help  in  class  (as  teacher  was  focused  on  teaching  ‘the  other  class’)  and  feelings  of  the  teacher  not  covering  material  to  a  deep  enough  level  as  having  to  teach  both  classes  in  the  same  period.  Methods  of  teaching  changed  throughout  the  year  to  deal  with  these  concerns  as  well  as  from  what  I  could  see  was  happening  in  the  classroom  and  the  lack  of  understanding  (to  a  required  level).    Methods  ranged  from  teaching  the  class  as  a  whole  then  extending  the  Year  12s  (Year  11  and  12  combined  class)  to  having  the  Year  12s  become  models  and  tutors  for  the  Year  11s  to  teaching  one  lot  and  getting  them  to  work  and  immediately  teaching    the  other  lot  and  vice  versa.  These  methods  worked  to  some  degree  but  was  overall  a  let-­‐down.  Ideas  for  2015  will  be  looked  at  in  the  next  section.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.  

Page 26: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

24  

 Based  on  information  from  last  year,  in  2015,  I  intend  to  look  at  some  other  methods  of  teaching  a  combined  year  level  class.  One  idea  that  was  suggested  is  to  break  down  the  4  hours  a  week  into  3  blocks  –  one  2  hour  block  and  two  1  hour  blocks.  In  the  1  hour  blocks  I  will  focus  on  one  year  level  and  teach  the  theory  while  in  the  2  hour  block,  I  will  focus  on  practicals.  This  has  apparently  worked  for  another  teacher  and  I  am  more  than  willing  to  give  this  a  try  in  2015.  Data  from  2014  also  suggested  that  there  were  a  number  of  students  who  were  not  attaining  14  credits  in  classes.  Upon  closer  inspection,  a  reason  why  the  percentages  were  low  was  due  to  a  number  of  students  who  had  signed  up  to  the  course  but  withdrew,  had  low  attendance  or  were  not  interested  in  attaining  credits  (such  as  adult  student  who  were  in  class  to  learn  rather  than  attain  a  certificate).  Given  this  data,  I  intend  to  focus  on  student  engagement.  I  have  looked  at  different  topics  and  resources  in  order  to  keep  up  interest  as  well  as  the  order  of  which  topics  are  taught  in.  An  example  was  that  in  the  past,  Digital  Information  Outcomes  were  taught  at  the  start  of  the  year  due  to  the  subject  matter  being  more  familiar  to  most  students.  This  year  I  intend  to  teach  Programming,  a  big  leap  for  most,  at  the  start  in  order  to  hook  in  students.  The  resource  will  have  a  game  focus  in  order  to  engage  the  students.    

FOODS  /  TECHNOLOGY  

SUBJECT  LEADER:  ROBYN  DAVISON    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  The  food  and  nutrition  external  specifications  were  altered  and  notified  during  the  year  which  required  teaching  a  new  aspect  so  students  were  prepared    for  the  exam.  I  have  also  checked  to  see  which  standards  have  had  version  changes  and  made  sure  work  is  planned  to  be  assessed  by  the  updated  standards.  Recently  while  checking  up  dates  I  found  some  snap  shot  activities  that  have  been  helpful  with  modifying  units  of  work  in  Home  Economics.  Technology  curriculum  standards  have  been  reviewed  and  updated  for  Level  1  and  2,  as  a  result  I  have  reviewed  the  work  for  assessment  and  adjusted  tasks  as  required.    Schemes  and  related  resources  I  am  in  the  process  of  updating  schemes  and  classroom  activities  for  Year  11,12  and  13  textiles  and  planning  a  new  course  for  NZTextiles  which  is  skill  based  and  using  two  Level  1  Technology  standards.  There  continues  to  be  a  need  to  scaffold  from  year  9-­‐11  Technology,  in  particular  in  textiles  where  there  is  no  year  10  textiles  class  offered  at  present.    This  is  impacting  on  Year  11  textiles  achievement.    Course  outlines  I  have  continued  to  produce  a  small  booklet  for  my  classes  that  outlines  the  school  assessment  policy,  lists  the  stadards  that  are  offered  and  includes  a  calendar  of  assessment  dates  throughout  the  year.    It  was  heartening  to  see  that  a  number  of  students  kept  this  booklet  handy  and  reminded  me  that  assessment  dates  were  approaching  or  were  able  to  plan  their  activities  such  as  STAR  courses  around  the  dates  I  had  planned.    Effective  moderation  practice  With  the  increase  in  use  of  Technology  Curriculum  standards  across  the  school  by  different  subject  areas  there  were  more  staff  for  me  to  liaise  with  to  premoderate  tasks  and  then  more  work  samples  for  me  to  moderate.    2015  will  see  an  increase  in  use  of  Technology  standards  with  the  introduction  of  the  School  of  Apps.  During  2014  I  was  able  to  use  staff  from  Riccarton  High  School  to  assist  with  moderation  of  technology  work  samples.  

Page 27: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

25  

 Department  meetings  will  be  planned  to  enable  cross  marking  and  moderation  of  student  work  throughout  the  year  in  2015.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Robyn  Davison  During  2014  NZQA  held  a  focus  workshop  on  Technology  External  Standard  91049  which  I  was  able  to  attend.    This  gave  key  information  for  teachers  to  focus  their  teaching  on  to  assist  students  with  writing  their  external  reports  that  are  focused  and  met  the  standard.    It  was  useful  for  me  in  that  we  also  focused  on  the  “step  up”  required  for  Level  2  standards.  I  continue  to  receive  the  newsletter  from  the  Technology  Advisors  Cheryl  Pym  and  Neville  Myers  and  am  able  to  seek  advice  from  them  as  required.  Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Robyn  Davison  In  a  recent  Gazette    I  read  about  a  new  Best  Practice  Workshop:  Collecting  Evidence  which  aims  to  “explore  diverse  and  valid  methods  of  collecting  assessment  evidence  to  meet  the  varied  needs  of  learners”.    Although  this  is  targeted  towards  NCEA  I  think  this  is  what  I  have  been  trying  to  find  out  for  myself  –  is  pre  test  and  post  test  the  best  way  to  evaluate  what  needs  to  be  taught  in  Year  9  Textiles  Technology  or  are  there  other  tools  that  will  be  more  useful  for  these  short  modules  of  work.  Issues  related  to  year  9  textiles;  • Short  course  length  maximum  16  hours    • Wide  range  of  abilities,  skills  and  knowledge  • Negative  experiences  in  year  7-­‐8  • ‘This  is  for  girls  only’  attitude  from  boys  • I’ve  already  done  this  and  don’t  need  it  for  my  career  choice  • Maintenance  of  equipment  –  damage  during  year  9  classes  • Do  we  make  craft  projects  or  garments    • Everyone  makes  the  same  project.  

Technological  literacy  has  been  a  new  focus  for  us  and  this  is  the  area  that  I  spend  much  time  teaching  about  so  I  can  use  the  pre  test  to  build  on  during  lessons.  Improved  achievement  may  be  in  diverse  forms.  It  isn’t  necessarily  improved  grades,  although  that  can  often  be  one  result.  It  may  be  the  development  of  a  key  competency  like  ‘managing  self’,  as  seen  in  greater  levels  of  independence,  involvement  or  participation,  or  a  shift  to  a  more  positive  attitude.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.  

Page 28: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

26  

 In  looking  at  the  data  from  2013  to  2014  in  Food  and  Nutrition,  I  acknowledge  that  we  are  limited  in  the  number  of  standards  that  are  offered  on  the  Home  Economics  Matrix  which  is  also  shared  by  the  Year  11  Child  and  Family  Class.    Students  are  achieving  a  number  of  credits,  however  this  tends  to  be  at  the  Achievement  level  not  at  Merit  or  Excellence.    The  classes  have  a  high  number  of  literacy  needs  students  who  are  supported  with  teacher  aides  so  the  focus  will  be  on  strategies  for  supporting  students  to  write  answers  at  a  higher  level  to  demonstrate  knowledge  and  understanding  at  Merit  or  Excellence  level.  The  use  of  a  practice  exam  time  during  the  year  certainly  influenced  the  number  of  students  who  attempted  the  external  in  November  and  across  both  Foods  classes  there  was  more  success  in  2014.    I  will  make  use  of  the  practice  exam  time  again  in  2015.  In  Textiles  Technology,  classes  are  much  smaller  and  the  data  shows  high  levels  of  success.  However,  in  11  Textiles  absences  and  end  of  year  panic  influenced  the  results  in  externals.    The  advantage  of  externals  in  Technology  is  that  they  can  occur  at  any  time  during  the  year  so  starting  on  the  portfolio  report  earlier  is  essential  so  students  have  a  higher  chance  of  achieving.    

HOSPITALITY  SUBJECT  LEADER:  MARC  ALEXANDER    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Service  I.Q.  (formerly  H.S.I.)  an  Industry  Training  Organisation,  develops  qualifications  and  arranges  training  for  the  service  industry.  The  ITO  provides  unit  standards  upon  which  the  activities  are  built  and  provided  to  students.  They  are  multi-­‐faceted  and  modified  from  a  range  of  resources  such  as  those  available  on  line;  selected  texts;  individualised  research  projects;  and  Hagley  generated  hand-­‐outs.  Evidence  records  are  similarly  from  Service  I.Q.  subject  to  an  annual  assessment  audit  which  confirms  assessment  activities  used  are  appropriate,  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Through  the  audit  process  which  follows  NZQA  moderation  protocols,  teachers  check  all  activities  against  the  indicators  used  by  NZQA  for  external  moderation.      Schemes  and  related  resources  are  complete  and  in  place  for  programmes  for  hospitality  students.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  all  staff.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  All  activities  are  continually  reviewed  internally  for  validity  and  applicability;  and  evaluated  against  external  authoritative  and  industry  sources.  These  are  adjusted  where  required  to  ensure  the  benchmarks  are  authentic  and  the  students  are  being  accurately  assessed  against  the  national  standards.These  resources  are  aligned  to  The  New  Zealand  Curriculum,  the  application  of  which,  reflect  best  practice  in  teaching,  learning  and  assessment.    Effective  moderation  practices  within  hospitality  were  primarily  internal  and  evaluated  against  benchmarks  set  by  the  ITO  assessment  resources.  Internal  moderation  was  conducted  in  accordance  to  the  requirements  of  best  practice  and  Hagley  assessment  policy.  These  included:  • Tutor  partnering  systems  which  operated  consistently  within  the  department.  Minor  adjustments,  as  necessary,  were  ongoing  to  ensure  that  all  moderation  criteria  were  met  throughout  

the  academic  year.  • Assessment  schedules  (including  exemplars)  are  provided  by  the  ITO  with  which  to  evaluate  the  quality  of  assessed  material  –  where  these  proved  fallible,  alternative  modifications  and  

corrections  were  made  to  confirm  the  integrity  of  the  required  learning  outcomes.  • Teacher  discussions  relevant  to  moderation  were  constant  and  under  consistent  and  continual  review.  

Page 29: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

27  

 Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.  Competent  assessor  statement:  Marc  Alexander  To  ensure  that  assessments  of  Hospitality  and  ITO  units  are  accurate  and  consistent  with  the  national  standard,  teachers  refer  to  the  annual  I.Q.  Moderator’s  report  and  exemplars  which  are  updated  regularly  on  the  I.T.O.  website.  Feedback  from  moderation  reports  have  been  followed  up  with  alterations  made  as  appropriate.  Assistance,  where  needed,  was  provided  by  the  subject  adviser  –  and  a  schedule  of  peer  moderation  is  on  a  consistent  and  ongoing  basis.  The  ITO  has,  late  in  the  academic  year,  signalled  a  change  in  the  course  curriculum  for  future  years,  which  would  necessitate  some  adjustments,  but  will  not  affect  the  2015  academic  year.        Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Marc  Alexander  2014  teaching  as  inquiry  project  follows  from  previous  years  where:  • a  number  of  students  coming  into  the  course  were  ill-­‐equipped  and  ill-­‐prepared  for  vocational  life  after  study  • there  was  a  lack  of  awareness  of  market  expectations  as  well  as  the  breadth  of  diversity  in  the  opportunities  offered  within  the  hospitality  industry  • the  dispositions  and  skills  that  are  essential  to  the  particular  career  trajectories  that  students  sought  to  gain    This  inquiry  strived  to  bridge  the  gap  between  student  expectations  with  the  reality  of  opportunities  afforded  by  the  hospitality  sector.  Such  data  would  then  inform  best  teaching  practice  to:  • Meet  the  educational  needs  of  the  students    • To  meet  industry  demands  of  today  and  in  the  future,  and    • To  develop  the  capacity  to  use  identified  factors  in  wide-­‐ranging  contexts  to  improve  the  disconnect  between  educational  qualifications  with  industry  demands    Data  was  gained  through  observation  (practical  skills  acquisition,  theory  proficiency  and  attitudinal  interactions  with  others);  work  ethic  engagement;  and  questionnaire.  Information  was  gathered  on  a  range  of  questions  including:  • In  the  broadest  sense  what  do  you  want  out  of  life?  • What  made  you  choose  this  course;  how  do  you  think  it  can  help  attain  what  you  want  to  attain?    • What  do  you  want  out  of  this  course?  • Do  you  think  you  put  in  enough  energy  &  effort  to  gain  what  you  want  from  the  course  (in  order  to  achieve  your  goals)?  • What  do  you  expect  from  the  teacher  to  help  you  attain  your  goals?    The  questions  put  to  students  included  not  only  the  positive  ambitions  (‘define  the  career  you  are  aspiring  to’)  but  also  undesirable  objectives  (‘what  career  characteristics  would  you  not  want’).  Overwhelmingly  the  students  wanted  a  future  within  hospitality  that:  

Page 30: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

28  

• Offered  creativity;  service;  business  opportunity  to  be  their  own  boss;  and  working  with  others  • Identification  of  a  deficiency  in  skills  and  knowledge  to  pursue  their  ambitions  that  they  sought  to  address  by  enrolling  in  the  course  • Recognition  of  –  and  dealing  with  –  personal  weaknesses  such  as  procrastination,  time  management  issues,  loss  of  interest,  concern  over  perceived  failure,  working  for  others,  loss  of  

personal  control,  and  perceived  deficiency  in  the  ‘enjoyment’  of  future  work.  The  inquiry  affected  my  teaching  practice:  • Widening  the  scope  of  what  the  hospitality  industry  offers  –for  example,  writing  and  photographing  a  cook-­‐book  to  cover  the  course  content  working  with  my  students  to  do  so  • Introduction  of  a  cheese-­‐making  component  to  the  course  in  response  to  a  demand  to  widen  our  learning  opportunities  • Greater  involvement  of  students  in  designing  the  menu’s  for  the  theatre  company,  fashion  school  function,  culinary  competition  and  the  BOT  mid-­‐winter  dinner  • Use  of  digital  technology  to  widen  educational  insights  from  other  chef’s  in  terms  of  curriculum,  practice,  plate  presentations      Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Data  is  reviewed  in  accordance  with  targets  found  in  the  Hagley  Community  College  Charter  Document,  Annual  Key  Activities  and  Achievement  Objectives  (p.32)  where  it  states,  “The  ‘schools  within  a  school’  programmes  meet  and  sustain  the  following  targets:    to  re-­‐engage  all  students;  90%  gaining  a  national  certificate;  85%  leavers  gaining  NCEA  L2+;  80%  leavers  transitioning  to  further  study  or  employment.”    The  following  table  compares  our  outcomes  for  both  year  12  (12HOS)  and  year  13  13HOS  over  2013/14.    Class   2013  Results  

14  +  Credits  gained  2014  Results  14  +  Credits  gained  

12HOS   80%  (N=16)   90%  (N=18)  13HOS   71%  (N=10)   85%  (N=11)  

 It  should  be  noted  that  of  those  students  who  enrolled  in  13HOS  (our  fulltime  tertiary  level  programme),  two  withdrew  for  health  reasons  (one  for  mental  health  concerns  while  the  other  suffered  a  long  and  debilitating  cancer  treatment  but  who  is  now  well  enough  to  return  in  2015).  Moreover,  our  one  student  who  identified  as  Pasifika  succeeded  and  gained  his  level  3  qualification.  Moreover,  seven  students  completed  the  course  gaining  the  tertiary  level  qualification  –  that  is  53.4%  of  those  who  completed  the  full  academic  year.    These  aforementioned  results,  in  terms  of  informing  future  practice,  suggest  a  number  of  strategies  to  lift  achievement  even  higher.  These  are  identified  as  follows:  • Engaging  earlier  in  the  year  with  ‘one-­‐on-­‐one’  interviews  to  ensure  I  am  fully  cognisant  of  student  individual  needs  in  terms  of:  

i. Personal  circumstances  that  might  affect  learning  ii. Student  ambitions  that  inform  relevancy  in  the  practical  content  made  available  iii. Focus  on  specific  skill  development  sought  by  the  student  iv. Maintenance  of  these  ‘audit’  sessions  to  update  any  changes  in  data  accumulated  

Page 31: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

29  

• Increasing  the  emphasis  of  practical  applications  of  skills  and  lessening  the  time  taken  up  by  theory  –  without  dispensing  the  vital  information  required  –  through  condensing  relevant  knowledge  by  increasing  the  tempo.  

• Spreading  the  evidentiary  record  acquisition  more  evenly  throughout  the  year  so  students  don’t  get  over-­‐loaded  or  data-­‐fatigued  towards  the  latter  part  of  the  academic  year.    

TEXTILES    SUBJECT  LEADER:  VICKI  DIXON    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit    In  2014  12  unit  standards  were  called  upon  by  the  Industry  ITO  Compentnz  for  moderation.  This  was  the  first  time  in  many  years  that  these  units  were  called  due  to  the  amalgamation  of  all  the    iTOs  .  This  moderation  was  returned  with  no  recommendations  and  reinforced  the  fact  that  that  the  work  being  offered  an  assessed  was  at  the  required  standard.  Over  2015  I  have  decided  to  rewrite  the  assessment  tasks  and  have  in  place  a  moderation  contact  at  Compentnz  to  moderate  pre  and  post  assessment.  In  regard  to  the  technology  standards  used  within  the  School  of  Fashion,  Robyn  Davison  has  moderated  all  tasks  pre  and  post  to  ensure  the  task  and  marking  is  at  the  required  national  standard.  This  internal  moderation  continues  to  be  of  value  and  the  system  has  been  established  to  enable  this  ongoing  process  to  succeed.  From  time  to  time  Robyn  and  I  will  also  team  mark  a  set  of  work  to  enable  us  both  to  have  live  discussions  on  the  standard  and  to  ensure  we  are  both  on  the  same  page  in  regard  to  interpretation  of  the  standard.    Schemes  and  related  resource  materials    In  department  teachers  are  asked  to  update  annually  their  programme  and  a  template  is  recommended  to  ensure  consideration  is  taken  to  the  alignment  of  the  programme  to  The  NZ  Curriculum.  Staff  are  requested  to  give  a  copy  of  their  yearly  plan  and  course  outline  to  the  HOD  for  filing.The  appraisal  system  for  staff  is  another  check  point  to  ensure  this  is  a  robust  system  of  checks.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    All  staff  are  knowledgable  of  the  Hagley  assessment  policy  and  on  going  P.D.  is  provided  each  year  to  keep  all  subject  leaders  familiar  and  updated  on  the  policy.  Teachers  are  requested  to  give  a  summary  of  the  policy  to  all  classes  at  the  start  of  each  year  to  ensure  students  and  staff  are  on  the  same  page  when  it  comes  to  the  expectations  of  assessment  within  Hagley.    Effective  moderation  practices  The  School  of  Fashion  is  subject  to  moderation    in  three  forms.  All  units  of  work  are  pre  moderated  prior  to  the  students  being  given  the  task.  Internal  moderation  takes  place  at  the  conclusion  of  each  technology  standard.  This  moderation  may  take  the  form  of  team  marking  or  individual  moderation  of  the  finished  work  via  Robyn  Davison.  Lastly  the  unit  standards  are  administered  by  Compentnz  and  are  subject  to  moderation  by  the  ITO  on  a  random  selection  basis.  The  ITO  will  also  organise  pre  moderation  on  request  and  this  will  happen  in  the  2015  cycle  due  to  the  rewriting  of  many  tasks  to  ensure  they  remain  relavent  to  the  students  we  are  presented  with.  In  2014  all  moderation  was  returned  with  both  task  and  marked  work  meeting  the  required  standard.Within  the  wider  context  of  the  college  formal  evidence  of  moderation  is  required  to  be  lodged  with  Kerry  Keats  3  times  a  year.      Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  Indicator  2:  Assessment  is  at  the  national  standard.    

Page 32: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

30  

 Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Vicki  Dixon  /  Practical  Design  teachers  In  the  textiles  area,  I  work  closely  with  Robyn  Davison  to  ensure  that  all  activities  are  written  to  the  national  guidelines  and  that  they  meet  the  requirements  of  the  standard.  These  activities  are  internally  moderated  prior  to  their  use.  The  completed  work  is  marked  jointly  with  Robyn  to  ensure  the  marking  is  accurate  and  to  a  the  national  standard,  thus  moderation  is  complete  at  the  point  of  marking.  Robyn  has  represented  the  dept  at  P.D.  in  Technology  and  holds  a  management  unit  in  this  area  so  is  confident  and  competent  in  moderating  these  standards.  Some  industry  standards  have  been  informally  moderated  using  Helen  Adams  at  the  YWCA  Training  course,  as  she  has  beem  a  moderator  in  the  past.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Vicki  Dixon  How  do  I  integrate  bi-­‐  culturalism  into  fashion  studies?  This  question,  and  the  lack  of  an  answer  to  it,  has  haunted  me  for  quite  sometime.  I  wanted  to  do  several  things  here,  a)  honour  my  contractual  responsibility  to  deliver  bi-­‐culturalism  in  my  course  b)  to  do  this  in  an  authentic  way  that  would  generate  understanding  of  culture  and  celebrate  it,  and  c)  create  a  meaningful  experience  for  the  learner  that  was  far  removed  from  a  token  gesture  or  tick  box  exercise.    Having  listened  to  the  4  P.D.  sessions  provided  this  year  to  staff,  I  began  to  gain  an  understanding  of  where  to  begin.  I  had  gone  along  to  the  meetings  expecting  a  toolbox  of  activities  that  would  allow  me  to  meet  the  criteria  in  the  classroom.  What  I  got  was  something  quite  different.  I  found  that  after  each  speaker  I  pondered  what  they  said,  I  began  to  see  a  common  thread  in  each  very  different  delivery.  I  found  myself  no  longer  asking  why  our  Maori  people  feel  so  deeply  aggrieved  about  land  confiscation  and  other  treaty  issues,  to  gaining  an  understanding  of  their  connection  to  this  land  and  therefore  an  understanding  of  how  important  these  grievances  are.  I  appreciated  how  each  speaker  had  said  they  did  not  want  guilt  from  Pakeha  but  empathy  and  understanding  was  the  platform  to  move  forward.  I  felt  I  was  given  permission  to  work  my  way  through  this  complex  topic  and  that  if  was  going  to  be  ok  if  it  was  not  perfect,  that  it  was  a  starting  point.    I  decided  to  use  the  design  and  development  of  a  collection  to  be  the  context  in  which  to  launch  this  project  and  entitled  it  “MY  SENSE  OF  PLACE”.  I  created  a  power  point  presentation  that  began  with  the  traditions  of  welcome  and  protocol  used  by  Maori  on  the  marae.  By  looking  at  why  and  what  was  intended  by  the  mihi  mihi,    it  started  a  journey  of  connection.  If  you  were  Maori  the  connection  to  place  was  clear-­‐cut.  It  was  a  connection  that  was  celebrated  often  and  with  reverence,  many  of  the  other  cultures  in  the  room  identified  with  this  and  were  able  to  see  where  and  what  tied  them  to  a  place.  I  was  able  through  presenting  my  own  mihi  mihi  to  show  how  although  I  did  not  have  this  strong  culture  for  me  I  was  clearly  tied  to  and  felt  anchored  by  my  place  of  birth.  For  my  children  not  so  much,  they  like  so  many  in  my  class  had  lived  in  many  places  and  did  not  feel  an  affinity  to  anywhere.  Some  cultures  found  this  grounding  in  religion  but  once  again,  for  many  of  my  students  this  did  not  feature.  Where  would  they  take  this?  The  results  were  surprising  and  for  many  emotional.  This  was  the  first  time  many  of  them  had  looked  into  what  they  create  to  find  a  common  thread.  Once  the  thread  was  identified  they  started  to  see  that  they  too  had  a  sense  of  place,  somewhere  or  something  that  grounded  them,  gave  them  their  safe  place.    Two  examples  from  with  in  the  group.    One  student  said  that  the  unit  of  work  gave  them  the  freedom  to  express  their  culture.  Prior  to  this  unit  they  had  felt  that  they  should  tone  down  their  cultural  influences  in  order  to  be  more  accepted.  The  work  became  joyful  and  the  results  breathtaking.  The  second  student  found  this  task  very  emotional,  as  her  life  had  not  taken  the  pathway  she  had  expected.  In  looking  at  the  

Page 33: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

31  

design  work  and  the  things  she  held  dear  we  noticed  that  the  turtle  was  very  prominent,  she  wore  a  turtle  necklace,  her  designs  wrapped  the  wearer  up  in  a  shawl  or  collar  just  a  turtle  might  use  his  shell  symbolising  the  taking  of  home  “place”  with  you  on  your  back.      In  conclusion  this  unit  of  work  opened  my  own  eyes  and  created  a  meaningful  and  valuable  unit  of  work  for  all  of  us  on  acceptance  and  understanding  of  difference  and  how  everyone’s  journey  whether  steeped  in  a  strong  cultural  base  or  religious  tradition  or  not  has  validation  and  is  essential  to  who  we  are.  Our  Maori  students  are  able  to  teach  us  this  through  their  strong  commitment  to  culture  and  this  land  Aotearoa.  This  unit  of  work  based  on  reflection  and  looking  more  closely  at  Maori  culture  has  changed  my  teaching.  It  has  given  me  a  new  approach  to  embracing  these  issues  and  has  created  a  bi  cultural  presence  in  my  classroom.  My  first  attempt  at  this  has  given  me  the  courage  to  explore  this  further  and  I  will  continue  to  include  and  refine  this  unit  of  work  in  the  future  and  in-­‐bed  what  I  have  learned  into  all  of  the  work  I  deliver.    All  other  teachers  with  the  exception  of  Jewellery  are  subject  leaders,    so  will  have  out  lined  their  report  in  their  review.    Both  Katrina  and  Monique  chose  to  look  at  the  issues  of  authenticity  in  design  and  the  rules  around  being  inspired  by  rather  than  coping  a  design.  They  approached  this  from  two  different  angles  and  were  comprehensive  in  their  research  and  as  a  result  came  up  with  a  sound  strategy  to  use  as  an  introduction  lesson  to  ensure  all  students  understood  the  need  for  originality  and  acknowledgement  of  source.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    As  part  of  this  process,  it  is  important  to  not  only  note  the  feedback  from  the  national  moderators  and  make  adjustments  as  required  but  also  to  look  at  the  achievment  patterns  of  the  students.  In  a  course  such  as  Fashion  School  the  data  can  vary  markedly  from  year  to  year.  It  is  therefore  important  to  analyse  the  back  story.  Adolecent  students  are  straight  forward  in  some  respect  as  they  are  aiming  for  UE  .  It  is  very  clear  what  the  requirements  are  and  generally  this  is  the  focus  with  less  emphasis  on  gaining  national  certificates.  In  2013  ,  1  UE  pass  and  13  national  certificates  were  achieved,  in  2014  2  UE  passes  and  no  national  certificates.  This  is  a  direct  reflection  on  the  experience  of  the  group  the  number  of  adolescents,  and  the  desire  to  complete  the  course  over  two  years.  In  2015,  it  is  expected  that  the  number  of  UE  passes  will  increase  to  5  and  with  5  returning  students  the  national  certificate  total  should  be  15.        

Page 34: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

32  

WOODWORK  /  HANDCRAFT  /  PRACTICAL  SKILLS  FOR  TRADE    

 SUBJECT  LEADER:  MARY  LATIMER    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Through  the  audit  process  which  follows  NZQA  moderation  protocols,  teachers  check  all  activities  against  the  indicators  used  by  NZQA  for  external  moderation.  Course  outlines  advise  students  of  the  unit  and  achievement  standards  planned  for  the  year.  Additional  standards  may  be  selected  to  suit  the  needs  of  an  individual  student.  Each  student  starts  the  year  with  an  individual  learning  plan  and  this  is  reviewed  with  the  student  each  term.  The  achievement  standards  are  based  on  the  material  provided  through  NZQA  and  Techlink  etc.  and  developed  to  suit  the  course/s.  Some  are  provided  complete  and  pre-­‐moderated  by  BConstructive,  who  also  does  the  external  moderation.    Language  and  graphics  used  in  instructions  are  clear  to  students.  Feedback  is  sought  from  students,  activities  planned,  and  materials  updated  in  response  to  their  comments  and  new  ideas  at  the  beginning  of  the  year.  Assessment  materials  are  checked  for  consistency  against  the  curriculum,  standard  documents,  moderator's  report,  and  feedback  from  moderators.  Material  is  pre-­‐moderated  and  post-­‐moderated  internally  with  key  staff  and  /or  teachers  from  other  schools.    Schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment.  Course  schemes  for  each  senior  class  are  updated  in  Feb/March  taking  into  account  the  focus  of  each  four  hour  class,  and  also  the  individual  student's  pathway.  The  curriculum’s  front  half  values  and  competencies  are  built  into  planning  and  course  activities.Schemes  are  displayed  on  the  workshop  wall  and  checkmarked  through  the  year.  Junior  schemes  have  been  updated  and  the  materials  focus  is  now  plastics  at  year  9  and  metal  and  wood  at  year  10.      Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  Each  subject  has  a  course  outline  given  to  students  in  term  one  and  this  includes  achievement  and  unit  standard  lists  and  the  Hagley  Assessment  Policy.  Portions  particularly  important  to  these  subjects  are  explained  in  more  detail  to  the  class.  From  2013,  many  more  students  have  been  taking  a  selection  of  classes  and  now  each  student  has  an  individual  learning  plan  detailing  the  standards  they  are  aiming  at  and  the  qualifications  they  can  earn.  This  is  discussed  with  their  teacher  in  an  initial  meeting  and  reviewed  through  the  year.    Effective  moderation  practices  Structured  internal  moderation  occurred  during  2014  using  the  Hagley  supplied  forms.  23  standards  were  assessed  against  and  all  were  available  for  random  checking.  11  standards  (48%)  were  selected  and  then  student  work  was  also  selected  at  random.  Teachers  from  other  schools  were  utilised  in  2014  to  moderate  specialised  work.  This  information  is  filed.  Feedback  and  advice  is  sought  from  various  colleagues  throughout  the  school.  BConstructive  standards  are  pre-­‐moderated  and  come  with  ample  support  materials.  BCats  units  are  cross-­‐marked  at  random  and  all  work  filed.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.  

Page 35: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

33  

 Competent  assessor  statement:  Mary  Latimer  • Cluster  meetings  for  Technology  and  BConstructive  are  attended  wherever  possible.  In  this  way  Mary  meets  with  other  practitioners  to  develop  her  knowledge  and  practice  and  is  active  in  

the  subject  association.  Feedback  from  students  is  sought  regularly.  • Mary  keeps  her  skills  and  interest  up  to  date  through  practice  and  growth  of  her  craft  and  regularly  introduces  new  ideas  to  the  classroom  work.  New  resources  and  activities  are  added  to  

classwork  regularly.  Use  of  internet  communities  is  now  a  major  focus.  • All  externally  moderated  materials  are  retained.  A  library  of  student  work,  kept  as  (annotated)  exemplars,  is  continually  added  to.  • Moderation  procedures  used  mean  that  on-­‐going  discussion  with  colleagues  about  assessment  and  unit  standards  occurs  regularly  through  the  year.  • Linking  with  teachers  at  other  schools  where  possible.  • Keeping  up  to  date  via  available  web  sources  (ie.  NZQA  and  Techlink)  is  carried  out.  • External  Moderation  results  have  shown  that  standards  are  being  delivered  and  assessed  at  a  high  standard.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Mary  Latimer  My  2014  inquiry  centered  around  the  addition  of  four  ipads  to  existing  computing  technology  to  use  with  headphones  as  research  devices  ,  cameras,  and  screens  to  individually  watch  the  set  videos.  Key  usage  included:  screen  shot,  camera,  search  techniques  and  use  of  image  search,  image  manipulation,  and  using  certain  information  apps.  A  security  stand  for  the  ipad2  was  also  supplied  so  that  the  larger  device  could  be  safely  set  up  in  the  workshop  with  headphones.  This  was  fantastic  and  heavily  used.  Students  could  screenshot  what  they  had  found  and  get  back  to  work.  Surprisingly,  I  found  that  fairly  evenly  across  the  classes  about  30%  of  students  had  not  used  an  idevice.  This  inquiry  taught  me  about  usage  patterns  in  each  class  for  example,  it  turned  out  not  to  be  very  popular  with  the  students  to  watch  a  movie  individually  with  headphones,  perhaps  due  to  wanting  to  be  social,  but  it  was  very  effective  to  have  the  same  visual  video  playing  on  multiple  devices  around  the  room  with  small  groups  watching.  The  ability  to  pause  and  rewind  to  view  instructions  again  was  utilized  very  well  in  particular  exercises.  Many  sources  provide  an  app  or  a  web  page.  It  is  my  opinion  that  the  apps  are  often  a  far  superior,  cleaner,  and  more  educational  user  experience.  Unfortunately  loading  an  app  to  a  school  device  is  complex.  There  are  several  paths  to  develop  in  the  future.    Annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    

Baseline  data:      

CLASS   NUMBER  OF  STUDENTS   AVERAGE  CREDITS   14  PLUS  CREDITS   12  PLUS  CREDITS   LESS  THAN  12   %  14  PLUS  

11/12  PST   17   23.22   13   -­‐   4   76  

11  WWC   18   20.14   12   1   5   72  MORE  THAN  12.  

67  MORE  THAN  14  

Page 36: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

34  

12  WWA   14   7.9   4   -­‐   10   29  

11  HAN   7   13.07   3   2   2   71  MORE  THAN  12.  

43  MORE  THAN  14  

12  HAN   14   11.29   5   -­‐   9   36  

 

Results  in  several  senior  courses  indicate  that  there  is  a  group  of  very  low  performers  when  it  comes  to  gaining  credits.  The  obvious  reasons  include  very  poor  attendance  by  some  adolescents,  adult  students  who  select  not  to  engage  in  credits,  and  some  low  ability  students.  Less  obvious  reasons  include  students  who  are  in  two  or  more  classes  and  do  better  than  expectations  overall  through  the  immersion  programme,  but  have  lower  averages  when  splitting  their  totals  across  the  classes,  and  some  second  year  students  focus  on  bedding  in  skills  and  creativity,  following  a  very  successful  year  11  total.  Lack  of  motivation  was  evident  in  several  of  the  year  12  students  in  that  cohort.  These  four  classes  run  with  flexibility  and  individual  learning  plans  within  the  programme  structure.  Features  include  mixed  levels,  age  group,  year  group,  academic  record,  ability,  for  example  there  are  some  students  in  year  12  classes  who  work  more  successfully  with  the  level  one  standards  and  so  that  is  where  they  begin.  Data  from  the  more  successful  students  is  consistently  impressive.    Target  for  2015:  To  focus  on  motivating  the  12  WWA  students  who  would  rather  not  design  their  own  individual  projects.  Actions:  Add  more  group  work  options  for  the  year  12,  second  year  students  in  12WWA.  During  interview  early  in  the  year  for  learning  plan,  include  some  personality  testing  to  establish  groupwork  aptitude  etc.  Evaluation  planned:  Analyse  the  credits  data  using  the  same  method.  Analyse  the  cohorts  ie.  separate  the  adults,  new  students,  returning  students,  high  need  students.    

Page 37: Annual Reporting 2015 : Subject Reviews
Page 38: Annual Reporting 2015 : Subject Reviews

ENGLISHHOD: ANITA YARWOOD/ FAITH OXENBRIDGEENGLISHSubject Leader: Anita Yarwood / Faith Oxenbridge

JOURNALISMSubject Leader: Faith Oxenbridge

MEDIA STUDIES & FILM AND ELECTRONIC MEDIASubject Leader: Andrew Tebbutt

Page 39: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

37  

ENGLISH  SUBJECT  LEADER:  ANITA  YARWOOD  /  FAITH  OXENBRIDGE    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  The  majority  of  assessment  activities  used  by  teachers  in  Levels  1,  2  and  3  English  programmes  are  developed  from  the  NCEA  guideline  activities  for  the  aligned  standards  from  the  MOE  TKI  site.  All  English  activities  available  on  TKI  are  accepted  by  NZQA  moderators  as  validly  assessing  their  standards.  Where  teachers  significantly  modify  TKI  activities  they  submit  them  to  the  HOD  for  checking  to  ensure  that  the  activiity  complies  with  the  requirements  of  the  standard.  Activities,  such  as  the  Writing  Folio  activity  in  Levels  2  and  3,  which  were  independently  developed  have  been  successfully  moderated  by  NZQA.  All  exemplars  used  initially  are  the  TKI  aligned  standards  exemplars.  In  some  cases,  however,  where  new  exemplary  material  has  not  been  adaquete,  the  HOD  has  selected  departmental  exemplars  to  be  used  by  teachers.      Assessment  activities  for  years  9  and  10  were  developed  by  teachers  within  the  junior  department  and  designed  to  measure  students’  progress  within  the  New  Zealand  Curriculum.  Year  9  activities  were  designed  around  level  four  of  the  curriculum.  Year  10  activities  were  designed  around  level  five  of  the  curriculum.  The  literacy  focus  for  year  9  students  in  Processes  and  Strategies.  The  year  10  literacy  focus  is  Purposes  and  Audiences.  Students  were  assessed  through  AsTTle  and  Fast  Forward  at  the  beginning  of  they  year  to  evaluate  gaps  in  their  literacy  skills  and  the  results  helped  determine  teacher  focus  for  the  year.  AsTTle  testing  is  also  used  throughout  the  year  to  measure  student  progress.  The  junior  department  used  common  assessment  tasks  developed  by  junior  teachers,  designed  to  allow  students  to  target  Ministry  of  Education  descriptors,  so  they  could  demonstrate  the  expected  skills  at  year  9  and  10.  Staff  used  exemplars  from  the  Ministry  of  Education  site  and  exemplars  developed  from  our  own  student  work.    Schemes  and  related  resources  Year  11  –  13  course  outlines  have  been  developed  for  teachers  and  are  given  to  all  students  at  the  beginning  of  their  programme.  These  outlines  include  information  about  

• The  internal  and  external  standards  assessed  in  each  subject  and  how  these  standards  are  integrated  within  the  programme  • How  teaching  and  learning  as  well  as  standards  within  programmes  are  linked  to  the  New  Zealand  curriculum  • Opportunities  for  further  assessment  • Absences  policy  • Appeals  policy  • Conditions  of  assessment  

 The  scheme  for  year  9  and  10  students  uses  criteria  set  out  in  The  New  Zealand  Curriculum.  As  a  department  we  focused  on  teaching  and  learning  within  both  strands,  Creating  Meaning  and  Making  Meaning.  Teachers  delivered  introductory  outlines  to  students  informing  them  of  the  focus  and  expectations  of  their  English  course,  including  the  expected  skills  outcomes  at  the  end  of  each  year.  Junior  English  teachers  used  letters  to  caregivers,  credit  reports,  interviews  and  bi-­‐annual  assessment  reports  as  a  means  of  communicating  student  progress  with  parents.        Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  Year  11  –  13  students  were  entered  into  a  range  of  internal  and  external  standards  within  their  English  programme,  however  as  the  year  progressed  staff  and  students  worked  together  to  personalise  approaches  to  assessment  through  regular  goal  setting  meetings  and  updating  student  progress  sheets.  Students  complete  assessment  tasks,  if  and  when,  they  are  ready  to  make  a  valid  attempt  to  successfully  complete  an  achievement  standard.    

Page 40: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

38  

Authenticity  was  established  by  staff  following  the  departmental  policy,  which  ensures  the  validity  of  all  student  assessment  against  English  achievement  standards.  This  policy  was  effective  in  allowing  students  to  make  greater  use  of  technology,  without  compromising  the  teacher’s  ability  to  confirm  authenticity  of  the  student’s  work.      Effective  moderation  practices  All  teachers  of  English  internal  assessment  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  At  levels  1,  2  and  3,  English  teachers  moderate  with  the  HOD  (at  an  early  stage  of  the  teaching  programme  around  this  area  of  work)  at  least  three  samples  of  student  work  for  each  standard  they  offer.  Where  standards  are  assessed  holistically  or  ongoing  throughout  the  year,  teachers  moderate  three  early  samples  and  at  least  three  samples  of  the  holistically  assessed  student  work  at  the  end  of  the  year.  Moderation  tracking  sheets  for  each  teacher  are  maintained  and  copies  of  all  moderated  work  are  filed.  Updates  showing  moderation  completed  to  date  are  issued  at  the  end  of  term  two  and  at  the  end  of  term  three,  to  ensure  teachers  are  up  to  date  with  moderation  requirements.  Hosting  arrangements  are  in  place  with  other  users  of  English  standards  in  ESOL.    Increased  moderation  will  occur  within  2015,  as  a  3  point  check  will  be  used  to  support  assessment  practices  within  the  English  department.  The  English  department  will  submit  moderated  work  in  terms  one,  two  and  three.  Teachers  will  continue  to  sign  a  checklist  confirming  that  moderation  has  been  fully  completed.      2014  NZQA  Moderation:  activities  Standard   Moderation  result  (activities)  91101   8/8  approved  91105   8/8  approved  91475   8/8  approved  91476   7/7  approved    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  English  teachers  Teachers  use  NCEA  activities  and  exemplars  from  the  MOE  TKI  and  English  Online  websites.  Teachers  also  use  Hagley  exemplars  that  have  been  moderated  by  NZQA.  All  English  activities  available  on  both  sites  are  accepted  as  validly  assessing  their  relevant  standards.  New  and  modified  activities,  developed  at  Hagley,  are  checked  by  the  HOD.  The  HOD  has,  where  necessary,  consulted  with  NZQA  moderators.  The  department  has  had  a  strong  external  moderation  history  since  2002  with  moderation  reports  for  all  standards  confirming  that  activities  and  assessment  practice  are  consistently  at  the  national  standard.  Moderation  procedures,  used  within  the  department,  mean  ongoing  discussion  with  individual  teachers  about  assessment  standards  occurs  throughout  the  year.      Three  teachers  attended  2014  NZQA  best  practice  workshops.  The  department  has  strong  links  with  NZATE,  CETA  and  local  advisory  services.  Anita  Yarwood  is  a  member  of  the  CETA  committee,  which  is  chaired  by  Marie  Stribling,  a  teacher  within  the  English  department.  Three  staff  facilited  workshops  for  staff  from  Canterbury  schools  around  developments  in  the  New  Zealand  curriculum.  Anita  Yarwood  presented  at  the  NZATE  conference  in  Rotorua.  She  also  worked  with  staff  from  schools  around  New  Zealand  in  the  development  of  junior  English  programmes.  Some  staff  in  the  department  read  and  contribute  to  the  English  and  literacy  forums  on  English  online  and  this  helps  to  inform  their  understanding  of  assessing  students’  work.  

Page 41: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

39  

National  facilitator  newsletters  are  shared  within  the  department.  The  Level  One  external  examination  standard  90851  panel  leader  was  a  Level  1  English  teacher  and  two  members  of  the  English  department  marked  that  examination.    2014  NZQA  Moderation:  student  work  Standard   Moderation  result  (student  work)  91101   8/8  approved  91105   8/8  approved  91475   8/8  approved  91476   7/7  approved      Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Di  Wills:  Investigating  how  to  extend  her  awareness  of  effective  teaching  strategies  when  working  with  11ENL  students  to  improve  literacy  within  this  cohort.  Faith  Oxenbridge:  Investigating  how  to  improve  senior  students’  ability  to  achieve  success  in  external  examinations.  Nik  Densem:  Investigating  how  to  use  strategies  promoted  in  The  Effective  Teaching  Profile  to  improve  the  engagement  of  year  eleven  boys  in  the  English  classroom.  Linda  Moser:  Investigating  how  to  improve  the  resilience  and  self-­‐management  of  students  working  in  a  12ENI  programme.  Jahred  Dell:  Investigating  how  to  improve  reading  engagement  in  students  in  a  12ENI  programme,  as  a  means  of  improving  the  completion  rate  of  achievement  standard  2.9.  Rebecca  Donaldson:    Investigating  how  to  improve  the  retention  of  students  in  a  12ENA  programme,  as  a  means  of  improving  the  success  rate  of  students  completing  internal  and  external  standards.  She  used  strategies  developed  in  The  Effective  Teaching  Profile.  Laura  Borrowdale:  Investigating  how  to  use  digital  technology  to  improve  the  achievement  /  engagement  of  students  in  her  gender  studies  class.    Anna  Taylor:  Investigating  how  to  find  strategies  that  were  linked  to  The  Effective  Teaching  Profile,  to  improve  the  effectiveness  of  her  relationship  with  a  12ENI  class,  that  she  began  to  teach  mid-­‐way  through  the  academic  year.    Monique  Pettet:  Investigating  how  to  work  effectively  with  year  ten  boys,  so  they  were  focused  on  English  work  as  opposed  to  outside  distractions.    Wendy  Thomas:  Investigating  how  to  improve  the  confidence  of  students  in  12ENI,  so  they  had  a  stronger  belief  in  their  ability  to  achieve  academic  success.    Rachel  Hawthorne:  Investigating  whether  the  use  of  structured  and  consistently  high  expectations  would  increase  the  engagement  and  academic  success  of  repeating  year  12  English  students.    Stephanie  Beth:  Investigating  how  to  work  to  engage  students  in  the  subject  material  through  immediate  success  and  incorporation  of  outside  interests.    Anita  Yarwood:  Investigating  the  use  of  strategies  promoted  by  The  Effective  Teaching  Profile  to  enhance  retention  of  at-­‐risk  students  in  year  12.    Mike  Fowler:  Investigating  how  to  improve  students’  understanding  and  use  of  syntax.    Marie  Stribling:  Investigating  strategies  to  create  higher  levels  of  independence  in  students’  editing  processes  in  year  13  writing.      Confirmation  of  annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers  of    English  and  Languages.      Indicator  4:  Achievement  data  is  used  to  inform  practice.    NCEA  data  was  used  to  inform  teaching  practice  within  the  English  department.  All  staff  were  given  a  copy  of  their  own  NCEA  data  reflecting  achievement  in  both  internal  and  external  standards.  They  were  given  departmental  meeting  time  to  analyse  the  data  to  help  inform  their  teaching  practice  this  year.  This  process  was  initially  modelled  by  the  HOD  within  a  whole  

Page 42: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

40  

department  meeting.  Staff  used  the  data  as  a  starting  point  to  explore  why  some  standards  are  used  more  successfully  than  other  standards.  This  process  was  also  completed  in  early  August  after  the  practice  external  examinations,  with  the  data  from  these  examinations  also  analysed  by  staff  to  ensure  more  effective  preparation  for  the  end  of  year  external  examinations.      Externals:    2014  (English)  external  results  show  an  uptake  –  from  2013  -­‐  in  both  entries  in  externals  and  in  students  achieving  or  above  in  externals,  particularly  at  year  11  and  year  13.    The  department  had  a  focus  in  2014  on  improving  external  participation  and  achievement  through  regular  goal  setting,  integrating  standards  within  the  course  to  prepare  students  for  externals,  as  well  as  setting  aside  class  time  for  specific  external  practice.    Success  at  year  11  seemed  to  be  connected  to  a  strong  literacy  focus  across  classes  –  particulary  in  using  a  metacognitive  approach  to  reading  and  writing  –  alongside  an  integrated  programme  of  teaching  and  learning  that  supported  strong  content  knowledge  as  well  as  a  teaching/learning  focus  on  one  external  in  particular.        At  year  13,  the  improvement  was  attributed  to  an  increase  to  ongoing  goal  setting  with  students  taking  responsibilty  for  their  learning  outcomes,  and  more  buy  in  to  externals,  particularly  when  students  identified  a  desire  for  a  sunject  endorsement.    At  year  13  there  was  also  a  focus  on  teaching  understanding  of  critical  literacy  which  supported  external  achievement,  as  well  as  a  focus  on  selection  of  standards  to  support  a  more  focused  programme  of  teaching  and  learning.  In  2014  we  also  offered  3  subject-­‐focused  courses  –  English  &  Media;  English  for  Writers  and  English  for  Lovers  of  Literature,  which  may  have  supported  achievement.    In  2015  we  will  continue  to  support  external  success  in  the  department,  but  also  attempt  to  increase  uptake  and  achievement  at  year  12  by  increasing  teacher  expectation  of  exam  participation  and  success  and  working  on  building  external  study  and  practise  into  the  year  12  course.    Department  discussion  and  reflection  on  the  lower  particpation  and  success  rate  at  year  12  identified  a  number  of  next  steps  for  this  level:  1. Increase  goal  setting  with  year  12  students,  with  a  particular  focus  on  the  importance  of  achieving  UE  Literacy,  alongside  an  increase  in  teacher  expectation.  2. Tighten  standard  selection  and  teaching  focus  to  support  external  achievement.  3. Increase  the  use  of  metacognitive  literacy  strategies  at  year  12.  4. Continue  to  build  in  aspects  of  critical  literacy.    All  Results  (Internal  &  External)  A  comparative  analysis  of  results  from  previous  years,  showed  an  improvement  in  year  13  students  achieving  14  or  more  credits,  but  little  change  or  improvement  in  year  11  or  12  results,  or  retention.    This  year  we  will  be  working  towards  a  retention  rate  of  85%  and  achievement  rate  of  80%  of  all  students  at  all  levels  gaining  12  or  more  credits.    To  support  these  targets  we  will  be:  1. Focusing  on  metacognitive  approaches  to  the  teaching  of  reading  and  writing  at  all  levels.  2. Increase  our  focus  on  the  teaching  of  the  reading  process  in  particular  at  all  levels.  3. Practice  and  develop  cultural  sensitivity,  and  in  particular,  bi-­‐culturalism  in  the  English  classroom.  4. Increase  integration  of  standards  within  our  programmes  to  support  achievement.  5. Increase  selectivity  of  standards  in  programme  planning  to  increase  achievement  6. Increase  goal  setting  at  all  levels  and  encourage  student  ownership  of  achievement.  7. Increase  teacher  expectation  of  student  participation  in  externals  at  all  levels.  8.  Offer  high  interest,  specialised  courses  at  level  2  and  3  to  increase  engagement  and  student  achievement.  (Gender  Studies,  Popular  Culture,  Changemakers,  Playwriting)    

Page 43: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

41  

JOURNALISM  

SUBJECT  LEADER:  FAITH  OXENBRIDGE    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  All  Media  Studies  assessment  activities  used  by  teachers  in  Levels  2  and  3  Journalism  programmes  are  developed    from    the  NCEA  guideline  activities  for  the  aligned  standards,  the  NZQA  website  or  from  activities  for  the  non-­‐  aligned  standards  from  the  TKI  site.    All  Media  Studies  activities  available  on  TKI  are  accepted  by  NZQA  moderators  as  validly  assessing  their  standards.  Where  teachers  significantly  modify  TKI  activities  they  submit  them  to  Andrew  Tebbutt  –  TIC  of  Media  and  an  experienced  National  MS  moderator  -­‐  for  checking  to  ensure  that  the  activity  complies  with  the  requirements  of  the  standard  and  assessment  conditions.    Several  of  the  assessment  tasks  have  been  modified  from  TKI  activities  as  they  don’t  all  fit  our  Jouralism  focus.    Two  of  these  tasks  have  been  approved  by  NZQA  through  the  external  mderation  process  over  the  last  two  years,  however,  and  another  will  be  assessed  by  them  this  year.    Schemes  and  related  resources  are  complete  and  in  place.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  all  staff.      Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Year  12-­‐13  Journalism  course  outlines  have  been  developed  by  the  TIC  and  are  given  to  all  students  at  the  beginning  of  their  programme.  These  outlines  include  information  about:  § the  internal  and  external  standards  assessed  in  each  subject  and  how  these  standards  are  integrated  within  the  programme  and  a  term  by  term  breakdown  of  teaching,  learning  and  assessment.  § how    teaching  and  learning,  as  well  as  standards,    within  programmes    are  linked  to  the  NZC  § conditions  for  assessment  to  ensure  validity,  authenticity    § an  opportunity  for  further  assessment  § absences  policy    § appeals  policy    § Assessment  due  dates    Effective  moderation  practices  At  levels  2  and  3,  Journalism  teachers  moderate  with  the  TIC  of  Media  (at  an  early  stage  of  the  teaching  progamme  around  this  area  of  work)  at  least  three  samples  -­‐  often  more  where  the  teacher  feels  the  grade  is  borderline  -­‐  of  student  work  for  each  standard  they  offer.    Where  standards  are  ongoing  throughout  the  year,  teachers  moderate  three  early  samples  and  at  least  three  later  samples  to  ensure  consistent  application  of  the  standards.  Moderation  tracking  sheets  for  each  teacher  are  maintained  and  copies  of  all  moderated  work  are  filed.    The  moderation  process  around  the  samples  follows  a  process  of  the  Journalism  teacher  marking  the  task  against  the  assessment  schedule,  then  chosing  approximately  3-­‐5  exemplars  of  student  work  at  various  levels.    The  internal  moderator  then  reads  and  either  confirms  and  adjusts  the  grade.    A  discussion  will  follow  this,  as  many  of  the  Media  Studies  tasks  require  and  indeed  suggest  a  ‘holistic’  approach  to  grading,  something  that  can’t  always  be  scientifically  or  easily  calculated.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  Indicator  2:  Assessment  is  at  the  national  standard.    

Page 44: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

42  

 Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Faith  Oxenbridge  Teachers  use  NCEA  activities  and  exemplars  from  the  MOE  TKI  and  Media  Studies  Resources  websites.    Media  Studies  activities  available  on  both  sites  are  accepted  as  validly  assessing  their  relevant  standards.  New  activities  developed  or  adapted  at  Hagley  are  checked  by  the  TIC  of  Media.  The  TIC  has,  where  necessary,  consulted  with  NZQA  moderators  and  other  teachers.    Moderation  procedures  used  within  the  department  mean  ongoing  discussion  with  individual  teachers  about  assessment  standards  occurs  throughout  the  year.      This  year,  the  journalism  teacher  and  TIC  of  Journalism  taught  both  levels  which  was  advantageous  in  that  there  are  similarities  between  the  Standards  and  teaching  programme  at  both  levels,  allowing  the  teacher  to  build  on  and  develop  the  assessment  activities    effectively.  Some  formalised  marking  meetings  were  held  to  ensure  ongoing  consistent  application  of  the  Level  3  aligned  standards,  but  there  were  also  ongoing  informal  discussions  between  the  journalism  teacher  and  moderator,  Andrew  Tebbutt.  As  well,  the  TIC  of  Journalism  has  an  honours  degree  in  Journalism  and  has,  and  continues  to,  work  in  the  journalism  industry.  The  TIC  of  journalism  has  regular  contact  with  other  Media  Studies  teachers  to  ensure  professional  development  continues.      Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Faith  Oxenbridge  This  year  my  inquiry  focus  arose  out  of  observing  an  interest  from  several  students  at  both  levels  in  particiapting  in  the  externals  so  as  to  achieve  a  subject  endorsement.    After  the  mid  year  mock  exams  I  noticed    that  senior  students  lacked  confidence,  and  more  importantly,  the  knowledge,  of  how  to  prepare  and  study  for  examinations.    When  I  asked  students  how  they  typically  studied  for  exams  they  said  –  at  best  -­‐  they  just  read  through  the  handouts  in  their  folders,  or  did  no  study  and  relied  on  class  instruction.      I  realised  that  a)  Hagley  students  are  ill  prepared  not  just  in  exam  technique  but  also  in  effective  study  techniques  and  b)  that  although  we  prepare  our  students  in  understanding  content  and  to  unpack  and  answer  examination  questions,  we  assume  that  they  know  how  to  organise  and  study  their  content  effectively,  when  many  don’t  and  c)  that  for  whatever  reason,  many  of  our  students  just  do  not  study  for  exams.    All  of  the  students  except  for  one  who  had  attended  a  private  school  said  they  had  never  had  any  ‘teaching’  around  how  to  prepare  for  an  exam  and  usually  did  little  to  no  preparation.    HOW  I  FRAMED  MY  INQUIRY  Generally  when  we  prepare  students  for  an  external,  we  support  them  with  understanding  how  to  unpack  and  answer  questions  and  how  to  structure  and  write  an  essay,  but  I  was  interested  to  see  if  teaching  students  how  to  study  effectively  as  well  would  increase  their  confidence  as  well.    Students  universally  said  they  had  no  idea  how  to  take  notes  and/or  study  content  for  an  external. The  majority  of  students  who  opted  to  sit  the  exam  were  wanting  an  endorsement  which  meant  the  focus  of  the  study  skills  sessions  needed  to  also  include  covering  aspects  of  deeper  learning/understanding  of  content  as  well  as  study  skills.    There  were  5  students  who  wanted  to  sit  the  exam  and  signed  up  for  our  six  study  skills  sessions  (2  hours  each).    WHAT  I  DID  ABOUT  IT  Although  I  had  a  plan  for  what  I  wanted  to  cover  in  the  6  two  hour  sessions  on  exam  preparation,  I  also  wanted  to  remain  flexible  and  responsive  to  students’  needs  and  voice  as  we  worked  through  each  process.    The  aspects  I  wanted  to  cover  were:  1. How  to  make/take  effective  notes,  (Transforming  content)  including  skim  reading,  paraphrasing,  summarising,  using  bullet  points,  writing  in  fragments  and  bullet  points.  

Page 45: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

43  

 I  modelled  appropriate  note  taking  on  the  board,  as  well  as  encouraging  students  to  discuss  what  an  appropriate  note  for  an  important  point  might  look  like  as  we  worked  through  ideas.  I  also  encouraged  students  to  use  colour  to  differentiate  info  and  highlighters  in  the  reading/gathering  part.  I  read  research  that  shows  students  who  take  notes  by  hand  are  more  likely  to  internalise  material.  

2. How  to  organise  notes.    I  gave  students  a  four  page  (blank)  booklet  with  note-­‐taking  scaffolds  to  fill  in  as  we  worked  through  the  various  content  aspects.    This  was  important  as  it  placed  boundaries  around  how  many  notes  they  could  take  and  to  make  decisions  about  what  was  important  and  helped  them  ‘contain  their  notes.    My  goal  here  was  for  students  to  –  if  they  do  engage  in  individual  preparation  –  to  have  an  easily  accessible,  contained  study  pack.  

3. Knowing  yourself  as  a  learner  –  what  works  for  you?  Visual,  written  or  a  combination  of  note-­‐taking  styles;  how  does  discussion  help.  We  experimented  with  putting  info  into  diagram  form,  particularly  in  the  first  class  where  we  co-­‐constructed  and  overview  of  our  topic.      I  modelled  diagrams  on  the  board  and  how  a  diagram  might  look  to  hold  important  info,  but  also  encouraged  students  to  create  their  own  diagrams.  

4. Planning  an  essay  plan  –  thinking  in  paragraphs.  5. Timed  Practice  writing  –  just  paragraphs.  6. Choosing  and  Unpacking  questions  I  also  wanted  the  how  I  covered  these  aspects  to  be  collaborative  and  interactive;  that  the  sessions  become  a  journey  of  discovery  and  learning  in  a  trusting  and  open  environment  that  harnesses  the  power  of  peers.  Dialogue,  not  monologue.  (Hattie)  To  that  end  we  sat  in  a  small  group  and  I  sat  with  the  group  unless  I  was  using  the  board.    Students  were  encouraged  to  respond  to  questions,  to  argue  &  discuss  as  they  might  in  an  external,  and  to  share  their  practice  paragraphs.    I  gave  priority  to  asking  students  questions  and  referencing  their  prior  learning  and  knowledge.    HOW  IT  WENT  and  NEXT  STEPS  These  intervention  were,  I  believe,  effective,  and  all  the  students  who  attended  the  workshops  reported  going  into  their  exams  feeling  confident  and  well-­‐prepared.  One  of  the  most  interesting  and  unexpected  aspects  of  this  inquiry,  was  the  impact/output  of  working  in  a  small  group.    Two  students  who  had  not  contributed  to  class  discussions  all  year,  became  surprisingly  vocal.    The  physical  proximity  also  seemed  to  promote  sharing  of  ideas  and  collaboration  as  well  as  confidence  to  contribute  to  discussions.  This  is  something  I  will  look  at  putting  into  practice  more  in  all  my  classes  next  year,  although  this  was  something  outside  of  ‘normal  class’  group  work.    The  inquiry  has  given  me  food  for  thought  as  to  how  I  might  break  my  larger  classes  into  small  workshop  groups  to  support  differentiation,  especially  where  classes  have  a  wide  range  of  abilities  and  skills.  As  well  as  this  I  will  definitely  run  these  (optional)  exam  study  workshops  again,  as  I  think  regardless  of  whether  students  sit  the  externals  or  excel  in  the  externals,  I  witnessed  high  engagement  in  the  learning  in  a  way  I  hadn’t  seen  in  this  particular  group  when  teaching  the  class  as  a  whole.      Confirmation  of  annual  curriculum  focused  appraisal  has  been  completed  for  all  teachers.      Indicator  4:  Achievement  data  is  used  to  inform  practice:    Internal  and  external  results  from  2014  show  that:  

• 80%  of  students  with  results  in  year  12  journalism  received  12  or  more  credits,  while  • 83%  of  students  with  results  in  year  13  journalism  recieived  14  or  more  credits.  

While  these  results  are  pleasing,  involvement  in  externals  is  still  low  and  I  will  be  looking  at  ways  to  integrate  external  and  internal  standards  more  in  2015  to  support  student  confidence  in  stitting  externals.  Internal  results  for  both  classes  also  show  that  students  who  achieve  are  more  likely  to  achieve  merit  or  excellence  in  an  internal  standard  in  year  12  and  13  Journalism,  than  an  achieved,  which  indicates  that  students  are  performing  at  a  high  level  in  all  internals  and  that  assessment  tasks  and  practice  are  both  designed  to  support  students  to  perform  well.    For  example:  

Page 46: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

44  

 MS  3.8  Write  a  Media  text  to  meet  the  requirements  of  a  brief    N/A   Achieved   Merit   Excellence  0   2  –  16.7%   8  –  66.7%   2.  16.7%  

 MS  3.7  Demonstrate  understanding  of  a  significant  development  in  the  media  N/A   Achieved   Merit   Excellence  0   2  –  18.2%   4  –  36.4%   5.  45.5%  

 MS  3.8  Produce  a  media  product  N/A   Achieved   Merit   Excellence  0   1  –  8.3%   9  –  75%   2.  16.7%  

 These  results  (patterns)  are  consistent  across  all  internals  which  reflects  an  inquirty  mindset  around  improving  practice  where  results  in  the  past  have  been  varied  across  standards  –  see  2013  Journalism  Inquiry.    This  year,  my  focus  will  be  on  continuing  to  support  students  to  achieve  high  grades  in  internals,  but  also  working  closely  with  students  who  potentially  might  fail  to  attempt  an  assessment  through  lack  of  skills  or  confidence.    My  goal  –  and  potentially  inquiry  focus  –  is  to  not  just  get  students  achieveing  well,  but  to  get  more  students  achieving  even  at  a  lower  level.    

MEDIA  STUDIES  &  FILM  AND  ELECTRONIC  MEDIA  SUBJECT  LEADER:  ANDREW  TEBBUTT    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Assessment  materials  are  checked  and  modified  over  the  course  of  the  year  based  on  the  following:  • Close  analysis  of  the  requirements  of  the  standard  informed  by  TIC  prior  involvment  in  external  moderation,  standards  revision  and  exemplar  annotation,  and  attendance  at  Best  Practice  

Workshops  • Student  ability,  engagement  and  goals  • Class  culture  • Practical  factors  such  as  available  resourcing,  time,  and  current  events  or  local  developments  • Feedback  from  NZQA  and  from  teachers  at  Hagley  and  from  other  schools  • Reflection  on  successes  and  difficulties  fromm  previous  work  with  student,  as  well  as  student  reflections  and  evaluations    Assessment  material  development  is  an  ongoing  process.  Materials  are  never  finalised,  as  it  is  always  possible  to  improve  and  refine  approaches  based  on  the  many  factors  listed  above.  The  new  activities  developed  for  the  aligned  standards  require  modification  given  their  generic  nature  and  inappropriate  (for  this  school)  contexts.  Ongoing  attendance  at  Media  Studies  PD  

Page 47: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

45  

sessions  of  various  types  will  be  a  vital  way  of  accessing  the  latest  thinking  from  stakeholders  and  the  sector  at  large.  We  have  always  developed  local  activities  that  meet  the  standard  and  student  needs  and  this  process  will  continue.    Schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  all  staff.    Course  outlines  include:  • the  internal  and  external  standards  assessed  and  how  these  standards  are  integrated  within  the  programme  • conditions  for  assessment  to  ensure  validity,  authenticity  • opportunity  for  further  assessment  • absences  policy    • appeals  policy      Effective  moderation  practice  At  Levels  1,  2  and  3,  teachers  moderate  student  work  samples  with  Andrew  throughout  the  year  for  each  standard  they  offer.  Teachers  are  encouraged  to  submit  this  material  during  the  assessment  process  so  that  any  changes  necessary  can  be  managed  well.  Moderation  tracking  sheets  for  each  teacher  are  maintained  and  copies  of  all  moderated  work  are  filed.    In  addition,  staff  meet  at  various  points  through  the  year  to  mark  and  discuss  samples  of  work  to  share  and  develop  understanding  of  the  national  standard.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Andrew  Tebbutt  • Teachers  use  activities  from  the  TKI  website  and  locally  developed  activities,  many  of  which  have  been  approved  by  the  external  moderation  process.  New  activities  developed  at  Hagley  

are  checked  by  Andrew  Tebbutt  for  consistency.    • All  externally  moderated  materials  have  been  retained.  There  is  a  strong  external  moderation  history  from  2002.  Moderation  reports  for  all  standards  selected  confirm  that  activities  and  

assessment  practice  are  generally  at  the  national  standard.    • Samples  of  work  are  from  all  assessors  are  checked  by  Andrew  Tebbutt  for  consistency.  These  form  the  basis  for  discussion  on  the  national  standard  where  appropriate.  • Teachers  are  encouraged  to  attend  the  local  cluster  group  meetings  and  the  best  practice  workshops  where  available.  In  2014,  some  work  submitted  externally  for  moderation  caused  concern.    Standard   Approve  or  Modify   Work  Agreed  91494   X   0/6  

Page 48: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

46  

91495   A   7/8    Following  an  appeal  to  clarify  the  decision  on  91494,  the  report  was  ammended  to:  Standard   Approve  or  Modify   Work  Agreed  91494   M   0/6  

 Media  teachers  are  in  the  process  of  conducting  a  detailed  critique  of  their  practice  in  response  to  this.  Andrew  has  consulted  with  a  moderator  over  interpretation  of  the  standard.    Before  materials  are  offered  in  2015,  the  following  will  occur:  

• PD  to  build  understanding  of  the  requirements  of  the  planning  standards  (led  by  Andrew)  • Revision  of  activities-­‐  instructions,  examplar  (supervised  by  Andrew)  • Attendance  at  a  best-­‐practice  workshop;  learnings  to  be  disseminated  • Contact  to  be  made  with  another  school  specialising  in  media  production  

 Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    One  teacher  completed  an  inquiry  in  these  subject  areas  during  2014.  They  explored  the  barriers  to  successful  production  in  senior  media  studies  classes.  The  new  approach  tried  was  to  suggest  students  try  new  genre  to  work  with.  The  inquiry  reported  anecdotal  success,  but  overall  achievement  in  production  standards  remains  low.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Baseline  Data:  In  2014,  a  careful  analysis  of  internal  and  external    achievement  data  shows  that  there  is  significant  and  problematic  under-­‐performance  in  achievement  in  Film  courses.    How  did  Film  perform?  In  11FTV,  only    5  students  of  22  with  results  gained  14+  credits.  A  further  5  students  gained  0  credits  or  no  results  at  all,  out  of  the  initial  roll  of  26.  In  12FTV,  0  students  of  5  with  results  gained  14+  credits.  A  further  7  students  gained  0  credits  or  no  results  at  all,  out  of  the  initial  roll  of  12.  In  13FPP,  2  students  of  5  with  results  gained  14+  credits.  A  further  15  students  gained  0  credits  or  no  results  at  all,  out  of  the  initial  roll  of  20.    Another  way  of  quantifying  these  results  is  as  follows.  Of  58  students  who  enrolled  in  senior  film  courses:  • 27  (46.6%)  gained  no  credits  at  all  • 7  (12.1%)  gained  14+  credits    

Page 49: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

47  

The  teacher  of  these  courses  commented  that  the  2014  cohort  was  an  unusual  one.  The  figures  for  2013  are  as  follows:  Of  40  students  enrolled  at  Year  12  and  13:  • 17  (42.5%)  gained  no  credits  at  all  • 11  (27.5%)  gained  14+  credits    The  figures  suggest  that  the  2014  cohort  did  not  achieve  at  the  top  end  as  well  as  that  for  2013,  but  there  were  a  similar  proportion  who  achieved  nothing  at  all.    Actions:  A  comprehensive  approach  is  required  to  improve  this  performance.  Andrew  will  begin  to  work  with  the  teacher  concerned  to  make  appropriate  changes.  The  primary  goals  must  be  to:  

• reduce  the  number  of  students  achieving  nothing  • increase  the  proportion  achieving  14+  to  reasonable  levels  

 Suggested  targets  for  2015:  Reduce  0-­‐credits  from  46.6%  to  25%  of  enrollees.  Increase  14+  credits  from  12.1%  to  30%  of  enrollees.    Possible  strategies  include  course  design  modifications,  revision  to  assessment  activities,  offering  more  standards,  and  changing  teaching  practice.  However,  an  added  complication  to  all  these  strategies  is  that  the  teacher  concerned  is  undergoing  a  competency  proceeding.        

Page 50: Annual Reporting 2015 : Subject Reviews
Page 51: Annual Reporting 2015 : Subject Reviews

ENGLISH LANgUAGELEARNINGManager: Lesley Cowie

Page 52: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

50  

ENGLISH  LANGUAGE  LEARNING  SUBJECT  LEADER:  [NCEA]  KAY  MCGOWAN    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Assessments  in  ELL  are  cumulative  and  contribute  to  NZCEL,  in  other  subjects,  NCEA,  English  and  Literacy  standards.  The  latest  versions  of  all  assessments  that  are  used  in  Levels  Foundation  to  3  ELL  are  regularly  updated  and  held  in  a  central  file.  The  materials  used  are  from  TKI,  commercially  aquired,  and  in-­‐school  teacher-­‐generated  assessments.  These  have    been  written  by  teachers,  as  well  as  by  HOD  and  TICs  as  members  of  regional  and  national  clusters  and  networks.  There  has  been  a  continuing  focus  on  building  capacity  across  the  department  where  teachers  create  relevant  tasks  that  mirror  NZQA  approved  assessments  but  are  derived  from  classroom  topics.  Teacher  generated  assessments  are  verified  and    moderated  externally  by  national  moderators.    All  ELL  activities  available  on  TKI  are  checked  to  ensure  that  they  are  accepted  by  moderators  as  validly  assessing  their  relevant  standards.  An  outline  of  the  process  that  teachers  need  to  adhere  to,  when  preparing  to  provide  the  opportunity  for  students  to  attempt  achieving  a  standard,  is  given  to  all  teachers.  It  includes  teacher  familiarisation  with  the  requirements  of  a  standard,  steps  to  take  while  teaching  towards  achievement  of  a  standard,  how  to  present  student  work  for  moderation,  and  storage  of  materials.  There  is  an  emphasis  on  accumulating  a  portfolio  of  work  rather  than  a  one  off  assessment  activity.    

 From  the  beginning  of  2014,  the  department  offered  unit  standards  as  part  of  working  towards  gaining  New  Zealand  Certificates  in  English  Language  from  Foundation  to  Level  2.  New  EL  unit  standards  at  level  3  were  offered  in  EAP  classes.  The  department  also  introduced  specific  learning  outcomes  into  EAP  programmes  that  shadow  the  assessment  criteria  required  for  the  Level  4  EAP  standards  for  University  entrance.  In  13  EPA  the  learners  were  also  offered  learning  outcomes  that  reflected  the  requirements  for  IELTS.      Schemes  and  related  resources,  course  outlines  and  practices  

All  courses  have  yearly  updated  schemes,  that  show  assessments  leading  to  qualifications.    These  are  evolving  documents  that  are  revised,  annually,  by  teachers.  This  occured  at  the  end  Term  Four  and  will  be  revisited  in  the  first  three  weeks  of  Term  One.  Included  are  learning  outcomes  appropriate  to  where  students  are  at,  and  the  students  next  steps.  These  next  steps  are  directly  related  to  the  diagnostic  testing  at  the  beginning  of  Term  One.  Teaching  materials  for  each  course  are  annually  added  to,  and  updated,  by  teachers  who  develop  units  of  work.  These  are  stored  in  the  ELL  resource  room  and  are  available  to  all  staff.  Each  unit  of  work  directly  relates  to  the  learning  outcomes  as  described  in  ELIP,  and  relect  the  values  and  key  competencies  in  the  NZC.  Topics  are  chosen  according  to  student  interest  and  suitability  for  future  pathways.    Students  are  made  aware  of  what  they  are  learning,  why  they  are  learning  it,  and  their  possible  future  pathways  for  community,  workplace  or  academic  study.  This  is  done  in  a  variety  of  ways  such  as  initial  placement  tests,  student  interviews,  part  of  the  inquiry  process,  department  documentation,  and  at  classroom  level  by  teachers  using  learning  intentions.  Internal  and  any  external  standards  assessed  in  each  course  demonstrate  the  relationship  between  these  standards  and  the  learning  that  takes  place  throughout  the  course.  In  addition,  students  are  made  aware  of  the  conditions  for  assessment  to  ensure  validity  and  authenticity,  opportunities  for  further  assessment,  the  absences  policy  and  the  appeals  policy.    Careers  and  pathways  are  essential  to  what  we  offer  in  ELL.  Students  are  interviewed  and  a  pathway  plan  is  created  as  part  of  their  learning.  There  are  many  pathways  including;  transition  into  careers  and  further  study  options.    Effective  moderation  practices  For  internal  moderation  of  NCEA  standards,  all  ELL  teachers  have  at  least  four  samples  of  student  work  moderated  by  the  TIC  before  a  credit  can  be  awarded.  If  there  is  any  uncertainty  about  a  credit  to  be  awarded  or  not,  teachers  may  consult  with  the  TIC  or  HOD.    All  reading  and  listening  assessments  are  also  checked  by  the  TIC  before  grades  can  be  given.  Moderation  is  on-­‐going  throughout  the  year  

Page 53: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

51  

and  after  each  task  has  been  completed,  as  opposed  to  after  all  tasks  have  been  completed.  Moderation  tracking  sheets  are  kept  by  each  teacher  and  updated.  This  shows  moderation  to  be  completed,  and  are  submitted  in  August  and  September.  Copies  of  moderated  work  are  supplied  by  teachers  to  the  TIC  to  keep  on  file.      On-­‐going  professional  learning  takes  place  throughout  the  year  and  teachers  teaching  the  same  level  are  buddied,  to  ensure  a  standardised  and  consistent  practice.  This  system  is  used  to  develop  capacity  among  all  staff  in  ELL  so  that  teachers  understand  both  the  relationship  between  teaching  programmes  and  assessment,  as  well  as  the  national  standard.  A  focus  in  2014  has  been  on  creating  a  more  holistic  approach  to  assessing  students.  A  collection  of  student  work  is  assessed  against  performance  criteria,  to  show  ability  over  several  pieces  of  work.  Hagley  student  exemplars  are  being  gathered  to  show  what  work  at  the  national  standard  looks  like  across  all  strands  of  the  curriculum.  These  are  discussed  with  buddies  and  in  PLD  groups.      In  2014,  student  portfolios  will  continue  to  be  used  to  collect  samples  of  work  towards  Literacy  Level  One,  NZCEL,  or  progress  as  described  in  ELLP.  This  enables  students’  progress  to  be  captured  over  time,  and  enables  students,  teachers,  and  caregivers  to  share  and  celebrate  student  progress.  The  portfolios  include  student  progress  against  ELLP  (English  Language  Learning  Progressions).    2014  NZQA  moderation:  activities  

Standard   Moderation  result  [activities]  

US  17358   M  

US  3482   A  

 US  17358  has  been  addressed  within  the  department.  We  have  noted  that  assessments  must  be  done  in  another  area  if  other  students  are  practicing  and/or  using  notes  or  the  board  must  be  cleared.  In  addition,  we  have  noted  that  videos  must  be  enlarged  and  viewed  on  a  programme  where  they  can  be  seen  more  clearly  during  moderation.      Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  ELL  teachers  Teachers  use  ELL  activities  and  exemplars,  when  available,  from  the  MOE  TKI  and  ESOL  online  websites.  All  ELL  activities  on  these  sites  have  been  accepted  as  validly  assessing  the  relevant  standards.  Only  the  materials  that  have  been  accepted  by  National  Moderators  have  been  downloaded  from  TKI  and  held  in  the  central  file.  All  teachers  using  ELL  unit  standards  check  with  the  TIC  or  HOD  before  doing  any  assessments  to  make  sure  the  assessment  activities  they  are  using  are  valid.    Throughout  2014  we  have  used  the  expertise  of  advisors,  HODs  of  schools  outside  and  within  Hagley,  and  developed  a  core  group  of  teachers  with  assessment  expertise  within  the  department.            

Page 54: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

52  

2014  NZQA  Moderation:  student  work  

Standard   Moderation  result  [student  work]  

US  3482   4/4  

US  17358   3/4  

 Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    A  wide  range  of  teacher  inquiry  approaches  were  used  and  shared  in  ELL  by  all  teachers.    In  general,  these  were  centred  around  teachers  trialling  solutions  to  recurring  problems  and  making  changes  to  improve  their  classroom  practice.    Most  importantly,  the  process  brought  teachers  together  to  find  and  share  new  (and  existing)  knowledge,  reflect  with  others,  and  set  future  actions  and  goals  to  help  student  learning  and  guide  professional  growth.      While  teachers  were  all  asked  to  identify  a  group  of  learners  they  could  differentiate  their  teaching  and  learning  with,  they  formed  their  own  inquiry  questions.  This  happened  at  various  stages  of  the  inquiry  process  and  didn’t  follow  a  neat  linear  sequence.  Consistent  with  previous  years,  the  process  of  inquiry  was  quite  fluid  and  responsive  as  teachers  engaged  in  gathering  a  wide  range  of  evidence  about  their  learners,  gained  new  knowledge,  and  then  reflected  with  others  about  what  was  happening  with  their  target  group.  This  apparent  “messiness”  appears  to  be  particularly  important  when  designing  learning  questions  and  looking  into  research,  and  is  part  of  how  ELL  teachers  have  defined,  and  made  sense  of,  their  own  inquiry  experience  and  student  outcomes.      The  learning  questions  roughly  fell  into  three  categories.  • Questions  driven  from  shared  frustrations  or  problems  around  meeting  the  needs  of  a  particular  group  of  learners.  • Questions  from  curiosity  as  to  how  a  “new  learning”  or  an  improved  teacher  practice  could  contribute  to,  or  form,  an  effective  new  practice  for  themselves  and  their  target  learners.  • An  investigation  into  an  observation,  outcome  or  learning  from  a  previous  inquiry  project.  As  we  teach  two  year  programmes  in  ELL,  this  seemed  valid,  as  teachers  would  have  many  of  

the  same  learners  in  the  following  year.  The  learners  in  the  second  year,  are  often  the  target  group  we  wish  to  raise  the  achievement  of.    2014  teaching  as  inquiry  projects:  a  summary  of  projects  completed  by  ELL  teachers:  Sarah  Denny:  How  can  task  based  learning  improve  learner’s  critical  and  creative  thinking  skills?    Margaret  Kirk:    How  can  intensive  teaching  and  learning  of  vocabulary  enhance  the  ability  of  ELL’s  to  use  the  English  language  effectively?    Nathan  Keys:      How  can  an  intensive  spelling  programme  raise  spelling  competency  of  students  who  are  almost  achieving  EL  level  2?  Kay  McGowan:    How  can  I  improve  my  students  understanding  and  use  of  connectives  to  improve  their  writing  and  speaking?  Barbara  Wilkinson:    How  can  the  teaching  of  numeracy  lessons  taught  in  topics  throughout  the  year  develop  the  cocabulary  and  build  the  confidence  of  students  to  live  in  NZ?    Tara  DeConinck:    Will  teaching  the  use  of  subject/verb  agreeement  to  form  a  complete  sentence  improve  lower  level  students’  writing  of  a  basic  text  for  practical  purposes?    Rosaline  Dey:  Does  oral  language  development  have  a  significant  impact  on  teh  writing  ability  of  students  whose  first  language  is  not  English?    Thomas  King:    How  can  the  use  of  music  and  song  facilitate  a  potentially  greater  “learning  focus”  for  a  specific  target  group?    Trish  Ryan:    How  can  restricting  the  use  of  electronic  dictionaries  impact  students  ability  to  write  and  speak  English?    Lesley  Cowie:  How  can  the  teaching  of  explicit  editing  strategies  improve  the  writing  of  students  who  are  at  the  top  of  the  class.      Comment  

Page 55: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

53  

In  2015,  we  plan  to  align  our  inquiries  more  closely  to  the  Window  into  Practice  document.  We  plan  to  shift  our  focus  more  to  analysing  our  actions,  and  then  the  experiences  and  outcomes  that  directly  result  from  them.  We  will  then  try  to  identify  and  collate  what  we  individually  and,  as  a  community,  have  learnt  from  our  investigations.  This  will  help  us  make  some  links  towards  identifying  “best  practices”,  specific  to  ELL  at  Hagley.  We  will  still  target  individuals  and  groups  of  learners,  and  “research”  ways  to  assist  them,  however  we  may  focus  less  on  the  process  of  researching  ie.  finding  something  new,    “banking  it”,  then  applying  it.  We  would  like  to  look  at  our  individual  and  collective  knowledge  as  an  outcome  of  the  inquiry  process  over  the  last  few  years.  We  consider  these  practices  need  to  be  “captured”,  and  not  lost,  as  they  have  addressed  real  concerns  and  motivations  of  teachers.    These  findings  we  believe  will  make  an  important  contribution  to  further  the  development  of  ELL  programmes  and  pedagogy.      Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.  Our  appraisal  process  in  2014  was  integrated  into  teaching  and  learning  over  the  whole  year.  We  used  a  process  where  teachers  identified  an  area  in  their  inquiry  to  focus  on,  then  developed  a  range  of  resources  and  trialled  them.  The  process  included  observations,  gathering  data/evidence,  collecting  student  voice,  filming,  trialling  strategies  and  approaches,  and  discussions  around  their  expeiences  and  goals.  These  were  shared  in  PLD  and  mentoring  meetings  throughout  the  year.  The  inquiry  process  was  celebrated  at  the  end  of  the  year,  where  all  teachers  were  given  time  to  “make  visible”  and  showcase  their  investigations  and  learning.      Indicator  4:  Achievement  data  is  used  to  inform  practice.    

Baseline  data:    Community  Language  Learning:  127  students  were  enrolled  in  our  adult  community  language  learning  programme.  Our  target  was  for  85%  of  these  students  to  be  engaged  in  an  assessment  towards  a  qualification.    Results  in  several  senior  courses  indicate  that  94%  of  our  adult  students  gained  an  assessment  towards  NZCEL.    In  the  academic  programme,    15  students  were  engaged  in  our  year  11  academic  course.  All  15  of  these  students  gained  credits  at  level  3  which  enables  them  to  engage  in  mainstream  courses  at  Hagley  or  other  institutions.    In  the  full  time  Studying  at  High  School  programme,  47  students  were  engaged.  22  of  these  students  gained  assessments  which  enabled  them  to  transition  from  intensive  English  language  learning  to  mainstream  studies.  16  of  the  students  out  of  the  47  began  studying  at  Hagley  in  term  3  or  later  which  means  that  that  only  6  full  year  students  stayed  in  the  intensive  programme.  

Target:  85%  or  more  of  students  to  be  engaged  in  an  assessment  that  leads  to  a  qualification.    Within  a  2  year  period,  students  at  workplace  literacy  (literacy  level  1  core  generic)  gain  this  qualification.  (date  pending  2015)  

Actions:  Having  identified  the  target  group,  we  intend  to  consider  for  2016  a  packaged  programme  that  engages  our  academic  students  in  studies  that  will  allow  then  university  entrance.  Outcomes:  If  we  offer  a  university  entrance  programme  in  2016  our  students  who  are  enrolling  from  other  schools  at  age  20+  will  have  opportunity  to  gain  NCEA  as  well  as  IELTS  if  they  wish  to  go  to  university  or  CPIT  or  other  tertiary  institutions.  Evaluation:  We  need  this  because  our  students  enrol  during  the  entire  year.  Our  other  variance  is  that  pre-­‐literate  learners  often  take  up  to  2  years  before  they  can  participate  in  an  assessment  at  level  1.  In  addition,  coordination  with  mainstream  subject  teachers  regarding  assessment  needs  of  ELL  learners  and  appropriate  pathways.      

Page 56: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

54  

Planning  for  follow  on  actions:    

• The  strategy  is  being  sustained  for  the  future  and  also  extended  to  building  more  assessment  activities  so  that  adults  can  receive  level  1  and  2  NZCEL  certificates.      

• Coordination  with  mainstream  subject  leaders  regarding  ELL  learners  in  year  13  subjects.    

• Ongoing  liaison  and  transition  for  IELTS  into  tertiary  courses.    

 

Page 57: Annual Reporting 2015 : Subject Reviews

MAthsHOD: Jon Crampton

MATHSSubject Leaders: Jon Crampton, Bernie Frankpitt and Martine Carter

Page 58: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

56  

MATHEMATICS    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  The  Mathematics  Department  uses  a  mixture  of  assessment  tasks.      Some  have  been  written  by  the  New  Zealand  Association  of  Mathematics  Teachers  (NZAMT),  most  have  been  provided  by  TKI/NZQA  and  we  have  written  some  of  our  own.  All  assessment  tasks  (from  whatever  source)  are  moderated  internally  before  use,  following  the  department  moderation  policy.  This  policy  requires  any  teacher  creating  a  new  task  to  check  it  against  the  standard  definition  and  get  other  teachers  to  check  that  the  standard  is  met,  solutions  are  correct,  judgement  statements  are  clear  and  that  the  questions  are  written  in  a  form  that  is  easily  understood  by  students.    An  internal  check  sheet  is  completed  for  all  new  assessments.    A  folder  is  kept  for  each  year  level  (L1,2,3)  containing  all  our  internal  assessments  and  the  moderation  checklist  for  each  of  those  assessments.  Also  included  in  the  folder  are  each  standard,  any  clarifications  and  the  NZQA  exemplars.    We  use  assessment  tasks  provided  by  NZAMT  which  have  been  written  by  other  maths  teachers  at  their  annual  writing  camp  in  January.  Martine  Carter  (responsible  for  NCEA  assessments)  checks  that  tasks  are  updated  in  line  with  any  changes  as  they  are  announced.  Teachers  also  look  at  the  moderators’  reports  each  year  to  ensure  that  they  pick  up  any  significant  issues.  Tasks  are  also  modified  in  the  light  of  comments  from  external  NZQA  moderators.    The  addition  of  the  ‘Resources’  section  on  the  NZQA  website  has  been  very  useful.    After  a  teacher  uses  an  assessment  task  in  their  class  or  during  department  moderation  meetings  amendments  may  be  suggested.    Any  further  modification  is  carried  out  in  consultation  with  other  teachers.    Each  assessment  is  coded  and  dated  when  modification  occurs  so  that  teachers  can  ensure  that  they  are  using  the  most  up-­‐to-­‐date  version.  These  are  then  stored  in  the  L1,2,3  folders  mentioned  above  as  well  as  in  electronic  form.  Teachers  only  use  assessments  that  have  already  been  peer-­‐moderated  and  are  therefore  in  these  folders.    Schemes  and  related  resources  During  2013  and  2014  we  undertook  the  rewriting  of  all  the  schemes  of  work  for  our  courses  from  year  9  to  year  13.  The  bulk  of  this  work  has  been  completed  with  each  course  having  set  achievement  objectives  and  the  elaborations  on  these.  Our  last  step  is  to  continue  to  gather  and  add  in  our  best  teaching  resources.  Especially  in  regards  to  strategies  for  teaching  literacy  in  maths.  Many  of  our  students  struggle  with  literacy  so  this  was  a  major  theme  in  the  2014  inquiry  projects.  Ideas  learnt  through  inquiry  have  been  shared  with  the  whole  department.  Also  in  2014  we  wrote  new  common  assessment  activities  for  the  year  9  and  10  schemes  of  work.  Each  unit  of  work  (9  year  9  units  and  9  year  10  units)  has  a  bank  of  assessment  questions  ranging  from  NZ  Curriculum  level  2  to  level  5.  Teachers  use  this  to  compile  an  assessment  activity  that  matches  the  level  of  their  class.  Individual  students  in  the  same  class  may  sit  different  assessments  as  our  junior  classes  are  streamed  for  literacy  not  numeracy  and  so  have  widely  varied  maths  ability.  The  results  of  these  assessments  can  be  used  directly  on  our  school  reports.  We  will  also  keep  a  central  record  of  the  year  9  and  10  unit  test  marks  for  all  classes  (levels  3  –  5)  so  that  we  can  monitor  each  student’s  progress  through  year  9  and  10.  This  will  allow  us  to  put  any  necessary  interventions  in  place,  allow  us  to  ensure  correct  placement  of  students  at  year  11  and  to  allow  us  to  reflect  on  our  teaching  practice  at  year  9  and  10.  During  term  4  of  2014  we  introduced  an  end  of  year  exam  for  our  year  10  classes.  This  took  the  form  of  an  achievement  standard  (AS  1.11  Investigating  bivariate  data).  This  standard  is  not  used  in  our  year  11  courses  due  to  time  constraints.  The  purpose  of  this  was  to  focus  our  year  10  students  on  the  level  of  work  required  to  be  successful  in  year  11  and  also  as  a  highly  useful  tool  to  help  build  their  report  writing  skills.  We  were  very  pleased  with  the  results.  83%  of  our  year  10  students  gained  achievement  or  better.      Course  outlines  include:  At  the  outset  of  each  course  that  uses  NCEA  assessments  we  provide  students  with  a  course  outline,  a  year  planner,  and  an  explanation  of  the  school’s  assessment  policy.  The  outline  provides  the  student  with  a  list  of  the  descriptive  titles  for  the  achievement  standards  that  will  be  assessed  during  the  course,  their  credit  values  and  indication  of  whether  a  standard  is  internally  or  

Page 59: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

57  

externally  assessed.    The  outline  also  advises  the  students  of  the  equipment  that  they  will  need  for  the  class,  and  the  class’s  homework  policy.  The  year  planner  illustrates  the  duration  of  each  topic  in  the  course  in  calendar  form  and  marks  dates  for  internal  assessment  examinations  and  assessment  report  deadlines.      

Since  Hagley  has  significant  new  enrolments  each  year  at  each  senior  year  level,  it  is  common  for  teachers  to  tailor  the  topics  in  the  course  to  suit  the  abilities  and  interests  of  the  students.    In  this  case  the  initial  course  outlines  indicate  the  choices  available  and  the  outlines  and  year  planners  are  adjusted  as  decisions  about  topics  are  made.    The  explanation  of  the  school’s  assessment  policies  describes  the  assessment  forms  used  in  the  course.    Where  the  course  has  an  externally  assessed  component  the  document  explains  how  practice  exams  provide  evidence  for  derived  grades  in  the  case  where  students  present  an  aegrotat.    The  explanation  of  the  school’s  assessment  policy  also  describes  the  schools  marking  moderation,  record  keeping  and  reporting  processes,  the  requirement  for  authenticity  in  student’s  work  and  the  school’s  processes  for  handling  cases  of  suspected  cheating,  and  for  handling  students’  appeals  for  changes  of  grade.  

Effective  moderation  practice  The  Mathematics  Department  moderates  all  assessments  before  use.    All  teachers  that  will  use  the  standard  are  asked  to  check  that  the  teacher  guidelines,  the  assessment  task  and  the  marking  schedule  comply  with  the  standard.  The  results  of  this  moderation  process  are  recorded  on  a  standard  form  which  is  stored  with  a  hard  copy  of  the  standard,  the  moderator’s  comments,  the  task  and  the  assessment  schedule  in  our  L1,2,3  folders  mentioned  earlier.  The  table  below  lists  the  standards  that  were  moderated  in  2014  and  the  judgement  that  the  moderator  made  on  each  task’s  compliance  with  the  standard.  

Standard   Moderation  result  [activities]  

91029   Approved  

91260   Approved  

91575   Approved  

 The  department’s  staff  moderate  samples  of  their  colleagues’  students’  work  throughout  the  year.  Each  sample  consists  of  the  largest  of  10%  or  three  student  scripts.  The  department  holds  a  formal  moderation  meeting  for  each  level  when  required,  and  at  other  times,  student  work  is  moderated  on  request.  The  department  maintains  moderation  tracking  sheets  for  each  teacher  for  each  course,  and  all  student  work,  whether  moderated  or  not,  is  retained  for  2  years.        At  the  end  of  each  year,  teachers  check  the  grades  assigned  on  all  student  scripts  from  each  class  against  a  printed  list  of  grades  from  the  student  information  system.    In  addition,  each  teacher  is  required  to  submit  their  class  lists  to  a  peer  teacher  in  the  department.    The  peer  randomly  selects  student  names  from  the  class  list,  and  requires  the  teacher  to  present  evidence  of  student  scripts;  the  peer  independently  checks  the  marking  on  the  scripts  against  the  grades  recorded  in  the  student  information  system.    Once  this  is  done,  teachers  sign  off  on  a  department  list  which  is  then  filed.      Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  In  2014  we  completed  three  NCEA  cover  sheets  for  three  different  standards  as  written  evidence  of  our  departments  moderation  checks.  These  were  submitted    to  the  school’s  NCEA  representative.        

Page 60: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

58  

Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Mathematics  teachers  During  2014  the  Mathematics  Department  concentrated  on  reviewing  and  improving  our  stock  of  NCEA  internal  assessment  materials.  In  particular  we  continue  to  work  on  improving  the  language  in  our  assessments  in  order  to  make  them  more  accessible  to  students  with  a  wide  range  of  English  language  skills,  we  continue  to  improve  the  marking  schedules  model  answers  and  collection  of  exemplars,  and  we  continue  to  look  for  new  tasks  to  provide  alternative  assessments  for  students  who  need  resits  or  who  are  repeating  assessments  from  previous  years.  We  have  revised  the  tasks  that  we  use  with  the  adult  numuracy  standards  using  a  combination  of  tasks  from  the  NZQA  website,  and  tasks  we  have  written  ourselves.    

The  members  of  the  department  continue  to  avail  themselves  of  professional  development  opportunities  including  assessment  best  practice  workshops  run  by  NZQA,  seminars  and  workshops  run  by  the  Canterbury  Mathematical  Association.  We  have  encouraged  all  department  members  to  attend  external  professional  development  that  was  appropriate  to  the  levels  that  they  teach  and  have  successfully  broadened  the  staff’s  curriculum  and  assessment  expertise.  The  NZQA  seminar  on  writing  new  contexts  for  example  standards  helped  us  in  our  programme  of  improvements  to  our  assessment  materials.  The  Canterbury  Mathematical  Association  Statistics  Day  continues  to  be  a  valuable  professional  development  resource  particularly  to  improve  our  understanding  of  the  new  senior  statistics  curriculum  and  the  associated  standards.  The  department  has  close  ties  to  our  local  association.  All  our  staff  are  members  and  one  of  our  staff  is  on  the  CMA  committee.    

This  year  we  have  continued  to  coordinate  our  assessment  marking  and  moderation  through  meetings  that  involve  many  of  the  teachers  using  a  single  assessment,  but  increasing  assessment  expertise  has  allowed  us  to  successsfuly  combine  this  approach  with  more  flexible  peer  moderation.  In  the  few  instances  where  we  have  a  sole  assessor  of  a  standard  the  staff  member  concerned  has  asked  colleagues  from  other  schools  to  moderate  the  assessment  task  and  student  work.    

2014  NZQA  Moderation:  marking  of  student  work:  

Standard   Moderation  result  [student  work]  91029   8/8  91260   8/8  91575   8/8  

The  2014  moderation  report  on  marking  student  work  produced  excellent  results  that  are  summarised  in  the  above  table.  The  results  are  a  testament  to  the  time  that  we  have  put  into  department  wide  moderation  meetings  that  strive  to  ensure  uniform  marking,  solid  justification  of  grades,  and  a  clear  delineation  of  grade  boundaries.  The  investment  in  professional  development,  particularly  sessions  with  direct  communication  between  teachers  and  moderators,  and  the  discussions  with  the  NZQA  moderator  who  reviewed  our  moderation  policies  in  2014  were  also  very  helpful  in  achieving  this  result.    

Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    2014  summaries  of  teaching  as  inquiry  projects:  Mathematics  

Page 61: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

59  

 Jon  Crampton  Continued  the  literacy  theme  of  2013  with  the  year  10  literacy  enhancement  students.  Jon  further  researched  the  work  of  Aaron  Fisher  especially  looking  at  the  importance  of  getting  students  to  comprehend  and  produce  text  beyond  their  level  of  expertise.  “High  challenge,  high  support  environment”  otherwise  you  contribute  toward  the  “Matthew  Effects”  where  the  rich  get  richer  and  the  poor  get  poorer.    Angela  Brett  The  amount  of  writing  that  our  maths  students  are  required  to  do  has  increased  dramatically  over  the  last  few  years.  Angela  attended  Hagley  Writers  School  to  learn  how  writing  is  taught  by  someone  who  is  trained  in  this.  She  wanted  to  bring  back  to  her  classes  bits  and  pieces  that  she  could  mould  into  useable  techniques  for  her  math  classes.    Martine  Carter  Noticed  that  a  number  of  her  students  really  struggled  to  read  and  understand  the  language  used  in  many  of  the  maths  assessment  tasks.  (Many  adapted  from  NZAMT).  This  year  she  utilised  the  expertise  of  Pauline  De  Vere  (spent  2013  investigating  the  language  used  in  teaching  and  assessment)    to  help  rewrite  many  of  the  year  11  assessment  tasks  into  easier  to  read  formats  whilst  still  staying  within  NZQA  requirements.    Bela  Adash  Noticed  that  a  group  of  her  social  science  students  were  casually  racist  on  a  regular  basis  during  class  discussions  (racist  slurs  and  common  misconceptions).    She  found  some  research  from  the  US  on  creating  racism  free  classrooms  and  workplaces  and  tried  to  incorporate  those  strategies  into  her  classroom.      Suhaylah  Richards  Wanted  to  improve  the  learning  of  the  Maori  students    in  particular,  in  her  year  10  class.  Attended  a  workshop  run  by  Robin  Averill  on  developing  cultural  competency  in  the  classroom.  “Factors  that  contribute  to  strong  teacher-­‐student  relationships  are  vital  to  understand    because  of  the  influence  these  relationships  have  on  achievement  and  motivation,  particularly  for  minority  group  students”.    Tony  Wright  Wanted  to  improve  the  understanding  of  fractions  for  a  group  of  8  lower  achieving  students  in  9YD.  Tony  researched  the  teaching  of  fractions,  in  particular  good  practice  teaching  and  also  common  student  misconceptions  about  fractions.  The  results  were  mixed  –  many  of  our  students  arrive  at  high  school  with  a  very  weak  knowledge  base.  Catherine  Taylor  Catherine  noticed  that  in  her  12MAG  night  class  they  run  out  of  time  to  complete  as  many  problems  as  she  would  like.    So  she  introduced  the  “flipped  classroom”  for  the  probability  unit  to  see  if  that  would  solve  the  time  issues.  Students  studied  the  content  at  home  using  internet  videos/textbooks  and  completed  the  exercises  at  school.    Graeme  Mark  With  many  of  his  very  weak  year  10  students  Graeme  noticed  “their  apparent  inability  (or  willingness)  to  try  things  when  they  become  challenged”.  He  decided  to  implement  similar  strategies  with  this  class  that  were  so  successful    with  his  senior  class  last  year.  His  goal  was  to  establish  the  same  risk  taking  culture  with  these  reluctant  students.    Nadeeka  Idamegedera  

Page 62: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

60  

Nadeeka  noticed  that  her  ESOL  beginners  had  a  very  poor  understanding  of  basic  number  facts  coupled  with  the  language  barrier.  Utilising  the  expertise  of  Pauline  De  Vere,  Nadeeka  tested  the  students  using  a  primary  school  new  entrant  test  to  determine  exactly  where  they  were  at.  She  then  introduced  new  teaching  strategies  aimed  at  specific  weaknesses  found  in  the  testing  –  including  context  based  learning.    Bernie  Frankpitt  Bernie  continued  the  statistical  literacy  work  with  his  junior  class  that  he  began  last  year.    He  noticed  that  while  students  grow  up  with  far  greater  exposure  to  communication  technologies  than  the  generation  before  them,  they  still  need  to  be  taught  how  to  use  technology  processes  that  productively  support  their  learning.  He  also  introduced  interventions  learnt  from  previous  department  inquiry  projects  to  aid  students  in  their  writing  e.g.  he  moved  students  from  heavily  scaffolded  tasks  to  tasks  with  little  scaffolding.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    An  analysis  of  the  2014  NCEA  results  showed  that  the  percentage  of  students  gaining  12+  credits  in  most  classes  is  below  the  college  target  of  80%.  There  are  a  number  of  issues  in  maths  which  make  this  a  difficult  target  to  achieve.  For  example:  • Year  11  students  who  have  the  primary  goal  of  achieving  their  10  numeracy  credits  only  • Year  11  and  12  students  who  gain  around  10  credits  from  the  internals  and  then  choose  not  to  sit  the  more  difficult  externals  • Students  in  the  evening  classes  who  enrol  during  the  year  to  catch  up  on  a  select  few  credits    We  have  targeted  two  courses  in  particular  to  try  to  address  the  first  2  issues  in  those  courses.  12MAA  maths  had  high  SNA,  ABS  and  N  rates  for  the  algebra  and  calculus  externals  (the  most  difficult  standards).  We  have  a  number  of  students  enter  12MAA  each  year  with  only  an  A  in  year  11  algebra  (an  M  is  preferable).  But  if  we  don’t  allow  them  to  take  this  course  then  we  deny  them  the  opportunity  to  study  year  12  algebra  and  calculus.  For  some  of  these  students  the  step  up  proves  too  great.  In  2015  we  will  identify  early  in  term  3  those  students  who  are  not  at  the  level  required  to  attempt  the  algebra  and  calculus  externals.  They  will  instead  work  on  two  more  internals  (sequences  and  trigonometry)  whilst  the  remainder  of  the  class  study  toward  the  externals.    11MAA  maths  had  significant  increases  in  merits  and  excellences  for  the  algebra  CAT  exam  but  noticeably  increased  ABS  and  SNA  for  the  graphing  external  (very  difficult).  70%  of  the  students  gained  12+  credits  and  another  15%  gained  10  or  11  credits.  In  2015  we  will  identify  those  students  who  struggle  with  the  graphing  content  taught  in  term  2  and  the  algebra  content  taught  in  a  cyclic  approach  throughout  the  year.  These  students  will  then  work  on  the  measurement  internal  in  term  3  whilst  the  remainder  of  the  class  study  toward  the  graphing  external.    

Page 63: Annual Reporting 2015 : Subject Reviews
Page 64: Annual Reporting 2015 : Subject Reviews

PERFORMING ARTSHOD: Cameron MattoxDANCESubject Leader: Candice Egan

DRAMASubject Leader: Fiona Browlie

HAGLEY THEATRE COMPANYDirector: Cameron Mattox

MUSICSubject Leader: Kevin Roberts

Page 65: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

63  

PERFORMING  ARTS    

DANCE  SUBJECT  LEADER:  CANDICE  EGAN    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  All  assessment  activities  in  Dance  (levels  1-­‐3)  have  been  checked  and  assessed  accurately  against  national  standards.  TKI  resources  have  been  used  as  a  starting  point  by  the  teacher  to  develop  her  own  assessment  resources  to  support  and  implement  the  standards.  These  have  been  checked  and  moderated  with  other  dance  specialists  from  both  Hagley  and  from  the  wider  New  Zealand  dance  community.      Schemes  and  related  resources  Dance  coursework  at  all  levels  is  planned  against  the  New  Zealand  Curriculum,  reflecting  the  language  and  intent  of  the  New  Zealand  Curriculum.    Achievement  objectives,  key  competencies  and  significant  values  are  identified  and  communicated  to  students  via  the  course  handbook  and  module  guidelines:  • Course  material  reflects  the  Arts  Achievement  Objectives  in  the  New  Zealand  Curriculum.  • Significant  values  to  focus  on  in  dance:  excellence,  innovation  inquiry  and  curiosity,  community  and  participation.  • Key  Competencies  to  focus  on  in  dance:  participating  and  contributing,  using  language  symbols  and  texts,  managing  self.      The  following  items  are  stored  both  digitally  with  the  TIC  of  Dance  and  as  hardcopies  in  the  department  office:  • NCEA  Dance  handbooks  and  course  guidelines/outlines.  • NCEA  Dance  achievement  standards  that  are  relevant  to  the  Hagley  Community  College  Dance  programme.    • Overall  curriculum  plans  for  all  levels.    Course  outlines  include:  All  course  outlines  and  practices  for  the  NCEA  Dance  programme  follows  the  Hagley  Assesssment  Policy.  Year  11  –  13  course  outlines  in  Dance  include:  • The  internal  and  external  standards  assessed  in  dance.  • Conditions  for  assessment  to  ensure  validity.  • Opportunities  if  appropriate  or  applicable  for  reassessment.  • Absences  policy.  • Appeals  policy.    Effective  moderation  practice  Internal  moderation  for  levels  1,  2  and  3  Dance  assessment  was  completed  via  the  following  procedures:  • Selected  assessments  were  internally  moderated  with  Wendy  Lahy-­‐Neary  and  Fiona  Brownlie  who  are  Performing  Arts  specialists  at  Hagley  College.  

Page 66: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

64  

• 2014  assessment  was  compared  to  previously  moderated  standards  from  other  years.  These  are  kept  as  a  resource  in  the  department  office  • Joint  marking  with  colleagues  from  other  schools  was  undertaken  when  borderline  or  questionable  results  were  given.    Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Candice  Egan  As  a  sole  assessor  in  dance,  Candice  actively  engages  in  methods  relevant  to  this  subject  area  to  ensure  that  assessments  are  accurate  and  consistent  with  national  standards:  

• Referring  to  feedback  and  moderation  results  from  externally  moderated  materials.  

• Developing  a  strong  archive  of  assessment  materials  in  the  form  of  videoed  performances  and  student  choreographies.  

• Consulting  subject  associations  (Canterbury  Dance  Educators  Network)  network  industry  links  (Dancenet)  and  in  particular  colleagues  in  other  schools.  

• All  externally  moderated  material  has  been  retained.    

• Feedback  from  other  teachers.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Candice  Egan  My  inquiry  project  for  2014  was  to  action  a  different  approach  to  teaching  Choreography  with  particular  focus  on  Achievement  Standard  2.2  (Choreograph  a  Solo  Dance)  for  the  Level  2  NCEA  Dance  curriculum.  I  have  noticed  that  students  in  Level  2  Dance  struggle  to  feel  motivated  to  reach  their  potential  achievement  within  the  choreography  task.      TARGET  GROUP  AND  BACKGROUND:  My  target  group  is  level  2  dance  students  at  Hagley  College.  Most  of  the  students  in  the  class  have  had  one  year  of  prior  learning  in  the  subject  (Level  1).  For  others,  this  was  the  first  year  that  they  had  studied  Dance.  Discussions  earlier  in  the  year  with  the  level  2  students  indicated  that  they  were  all  motivated  to  attempt  and  complete  the  choreography  standard.    For  example,  after  viewing  the  Hagley  Dance  Company  performance  which  included  solos  (level  4),  students  expressed  that  they  were  motivated  to  complete  their  own  solos  for  assessment.  Observation  of  the  level  2  students  in  choreographic  scaffolding  tasks  indicated  that  they  were  all  capable  of  devising  imaginative  movement  sequences.  However,  this  was  only  when  the  task  did  not  require  them  to  order  and  structure  the  movement  into  a  unified  composition.  Here  is  was  identified  that  some  students  lacked  confidence  in  recognising  their  work  was  imaginative  and  instead  compared  their  work  to  popular  culture  and  what  they/their  peers  consider  to  be  ‘cool’,  favouring  mostly  unsophisticated  ideas.  The  above  information  suggests  an  immaturity  in  dance  choreography,  participation  and  success.  In  turn  affecting  their  long  term  motivation,  confidence  and  resilience  to  reach  their  potential  in  the  solo  task.    A  NEW  APPROACH:  The  biggest  change  that  I  made  this  year  to  the  solo  standard  was  the  task  itself.    Students  were  given  a  TKI  adapted  task,  ‘On  Your  Chair’  which  asked  students  to  use  and  manipulate  the  chair  as  part  of  their  choreography.  Students  also  had  to  create  an  intention/meaning  for  the  chair.  This  task  enabled  the  students  to  work  with  a  very  clear  stimulus,  but  with  enough  flexibility  for  them  to  find  a  movement  theme  that  they  could  connect  with.  

Page 67: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

65  

Scaffolding  Tasks  -­‐  prior  to  students  receiving  the  solo  standard,  I  provided  them  with  a  number  of  short  and  engaging  choreographic  tasks  where  they  individually  choreographed  short  sequences  using  a  chair.  Students  created  a  strong  choreographic  sections,  which  was  encouraging  for  me  to  see  as  this  would  directly  lead  into  the  solo  task.  Students  recorded  these  sequences  and  were  encouraged  to  use  them  for  the  solo  standard.    A  focus  on  building  movement  confidence  and  dance  literacy  through  teaching  the  repertoire  standard  (6  credits)  and  the  theatre  dance  (4  credits)  was  taken  in  order  to  prepare  students  mentally  and  physically  for  the  solo  task.      IMPROVED  ENGAGEMENT  AND  ACHIEVEMENT  :  In  2014,  five  students  out  of  the  class  attempted  the  solo  standard.  All  of  the  students  that  attempted  the  standard,  achieved  the  standard.  There  was  one  excellence  grade  which  was  an  improvement  from  the  previous  year.    All  students  who  received  an  achieved  for  the  task  did  not  use  the  original  sequences  from  the  scaffolding  tasks.  The  two  students  that  received  a  merit  and  excellence  used  the  prior  work.    The  demonstrates  an  immaturity  and  failure  to  recognise  what  is  suitable  material  to  help  them  reach  their  potential.  The  main  reason  for  students  not  attempting  the  standard  was  that  they  ‘don’t  need  the  credits’  and  lack  of  motivation  to  choreograph  and  perform  by  themselves.    SUMMARY  AND  FUTURE  APPROACH:  Students  appreciate  the  end  result  of  choreography,  however,  some  students  lack  the  necessary  combination  of  skills  such  as  problem  solving,  literacy  and  organisational  with  the  required  blend  of  creativity,  resilience  and  ability  to  take  risks  in  order  to  feel  confident  and  motivated  to  reach  their  potential  in  this  task.  The  following  items  may  help  to  address  some  of  these  concerns:  Individual  teacher:  • More  emphasis  on  the  aspect  of  structuring  and  ordering  of  movement  for  the  solo.  For  example,  adopting  more  of  a  theory  based  approach  on  how  to  organise  movement  similar  to  

how  an  English  teacher  teaches  essay  writing  and  paragraph  structure.    • Building  more  awareness  of  the  challenges  involved  in  creating  a  solo,  without  scaring  the  students,  before  they  attempt  the  standard.    • Continue  to  provide  examples  of  effective  and  imaginative  solos  to  create  interest  and  intrigue.    Hagley’s  dance  curriculum:  The  launch  of  a  year  10  dance  class  in  2014  has  provided  a  new  platform  to  introduce  students  to  dance  choreography  and  engagement  in  the  subject  specific  tasks.  This  will  provide  students  with  a  possible  two  years  prior  experience  in  choreography  before  attempting  choreographic  tasks  at  level  2.  Introducing  a  year  9  dance  class  at  Hagley  College  would  provide  an  additional  year  of  skill  development.  A  subject  proposal  for  year  9  dance  has  been  submitted  by  myself  every  year  for  the  last  three  years.  I  am  awaiting  feedback  on  current  and  past  proposals.  The  introduction  of  a  year  13  dance  class  this  year  provides  a  stronger  pathway  for  the  subject.  It  provides  a  goal  for  students  hoping  to  achieve  in  dance  at  the  higher  level  and  justifies  the  need  to  achieve  and  engage  in  choreographic  tasks  at  lower  levels.      National:  NZQA  has  not  held  a  best  practice  workshop  for  dance  since  2012.  There  are  no  examples  of  NZQA  approved,  level  2  solos  available    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Based  on  2014  data,  students  in  levels  1-­‐3  generally  gain  more  credits  and  better  results  from  the  performance  standards  than  from  the  choreographic  standards  in  NCEA  Dance.  My  inquiry  project  in  previous  years  addresses  this  issue  at  level  2.    This  year,  I  will  continue  to  explore,  research  and  develop  ways  of  motivating  students  to  develop  sophisticated  choreography.  

Page 68: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

66  

 Response  to  NCEA  Level  2  data:  The  results  below  encourage  me  to  continue  offering  an  engaging  level  2  dance  programme:  • 100%  of  students  gained  14  credits  or  more    • 62%  gained  18-­‐22  credits      Response  to  retention  rates  in  2014:  A  number  of  students  left  the  education  system  for  a  variety  of  reasons.  Reasons  include  joining  the  workforce  or  attending  to  personal  health  issues.  Some  adult  students  left  Hagley  College  for  family  reasons.  Several  students  were  wrongly  placed  into  level  2  dance  as  they  had  injuries  that  restricted  them  from  engaging  in  the  class  work.  Inevitably  they  shifted  to  other  subjects  where  they  could  do  the  work.  I  will  continue  to  engage  with  each  of  my  students  and  use  the  Kamar  system  to  track,  monitor  and  report  student  attendance  and  absence.      Response  to  NCEA  Level  3  data:  Student  achievement  in  2014:  Many  of  the  2014  level  3  dance  students  have  limited  prior  experience  in  the  subject  and  so  these  successful  results  are  a  testament  to  the  course  that  has  been  developed  and  encourage  me  to  continue  offering  an  engaging  level  3  dance  programme.  100%  achieved  over  12  credits  annd  90%  achieved  18-­‐30  credits.    Hagley  Dance  Company  (HDC):  Response  to  disparity  in  student  achievement  from  2013-­‐2014:  In  2013  100%  students  gained  over  14  credits  versus  60%  in  2014.  The  reason  for  this  disparity  is  because  40%  of  students  in  2014  had  already  obtained  their  UE  and  most  level  3  dance  credits  at  previous  schools.      Student  achievement  in  2014:  All  student  completing  level  3  dance  within  HDC  course  gained  26  level  3  dance  credits.  I  will  continue  to  offer  the  opportunity  to  achieve  level  3  dance  credits  to  dance  company  students  within  the  full-­‐time  dance  course.        

DRAMA  SUBJECT  LEADER:  FIONA  BROWNLIE    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  All  teaching  topics,  materials  and  learning  from  Year  9  to  Year  13  are  taken  from  the  curriculum  and  are  linked  to  each  other  so  that  a  natural  progression  is  in  place.  At  NCEA  levels  1,  2  and  3,  care  is  taken  to  modify  TKI  available  assessment  tasks  for  our  individual  institution.  As  the  students  are  unique  at  Hagley,  some  minor  modifications  are  often  needed  after  moderation.  Assessment  tasks  and  schedules  and  grades  are  reviewed  and  moderated  within  the  department  each  year  before  use,  and  then  again  after  the  assessment  period.  With  the  introduction  of  new  aligned  standards,  new  assessment  tasks  and  schedules  have  been  produced  and  endorsed  by  NZQA.  Closer  use  to  these  reliable  resources  should  mean  more  tasks  are  approved  rather  than  needing  modification.  All  drama  teachers  attend  cluster  meetings,  where  drama  teachers  from  around  the  South  Island  meet  to  discuss  innovations  and  changes  to  assessment.      

Page 69: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

67  

Schemes  and  related  resources  All  schemes  and  resources  are  updated  and  reviewed  at  the  end  and  beginning  of  each  year.  Firstly,  they  are  checked  to  examine  whether  or  not  they  have  been  appropriate  and  have  worked.  Secondly,  they  are  analysed  to  ensure  they  are  appropriate  for  each  individual  class.  All  schemes  and  resources  are  linked  to  the  National  Curriculum,  and  are  created  amongst  the  department  staff.    Course  outlines  The  drama  department  ensures  that  all  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  This  policy  is  evident  in  the  Drama  Handbook,  which  students  are  given  at  the  beginning  of  the  year.  The  handbook  clearly  indicates  all  assessments  available  at  each  level  in  drama.  It  also  details  assessment  issues  such  as  re-­‐assessment,  appeal  of  marks  etc.  The  course  outline  also  covers  the  national  curriculum  and  the  key  competencies,  which  are  essential  to  drama.  At  the  beginning  of  the  year,  each  student  receives  a  year  plan  or  course  outline,  which  indicates  the  dates  for  assessments  throughout  the  year.  This  is  particularly  important  for  the  major  productions,  as  many  rehearsals  are  required  out  of  class  time.      Effective  moderation  practice  Internal  moderation  is  completed  within  the  department.  Internal  moderation  is  also  completed  with  our  buddy  school,  Hillmorton  High  School.  Hillmorton  and  Hagley  share  a  similar  range  of  diverse  students,  so  this  moderation  is  very  useful  in  identifying  issues  and/or  trends  with  assessment  tasks  and  marks.  At  levels  1-­‐4  teachers  within  the  department  moderate  most  of  the  standards  completed  during  the  year.  It  is  not  possible  to  moderate  all  of  them,  as  teachers  are  sole  assessors  sharing  the  same  domain.  The  work  to  be  moderated  is  live  performance,  which  is  taped,  as  well  as  the  supporting  written  work.  Records  are  kept  in  a  moderation  folder  with  completed  top-­‐sheets  to  ensure  our  assessment  activities  are  fair  and  valid.    As  seen  by  the  table  below,  neither  of  the  moderation  tasks  needed  to  be  modified  before  use.  Moderation  of  shared  standards  Moderation  of  standards  that  are  shared  across  departments,  such  as  English,  Technology  and  Media  Studies,  occurs  by  two  main  steps:  • The  activity  is  verified  by  the  teacher  with  assessment  expertise  prior  to  use  • A  sample  of  student  work  is  then  moderated  with  the  same  teacher  to  ensure  a  national  standard.    2014  NZQA  moderation:  activities    

Standard   Moderation  result  [activities]  

91517   A  

 Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Fiona  Brownlie  Teachers  adapt  current  TKI  assessment  schedules  to  suit  the  specific  group  of  students  being  taught.  Examples  of  current  student  work  are  used  in  creating  the  judgment  and  evidence  

Page 70: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

68  

statements.  All  externally  moderated  materials  have  been  retained,  including  the  written  and  visual  evidence.  Exemplars  of  student  work  are,  at  times,  shared  at  cluster  meetings  and  at  the  official  Best  Practice  Workshop  with  the  moderator.  These  exemplars  are  kept  and  used  with  the  students.      Dialogue  within  the  department  also  ensures  that  the  national  standards  are  attained,  along  with  informal  moderation  with  our  buddy  school,  Hillmorton  High  School.  For  moderation,  clear  and  well-­‐constructed  supporting  evidence  is  supplied  to  the  external  moderator,  so  that  they  are  able  to  see  the  extent  of  evidence  collated  and  the  reason  why  the  assessment  grade  has  been  awarded.    2014  NZQA  Moderation:  student  work  Standard   Moderation  result  [student  work]  91517   5/7    The  external  moderator  agreed  with  most  of  the  decisions  made,  but  disagreed  with  two  of  the  grades  awarded.  The  moderator  determined  that  two  Excellence  grades  were  actually  at  the  lower  grade  of  Merit.      Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Fiona  Brownlie  The  project  focused  on  raising  the  achievement,  engagement  and  retention  of  Maori  students  in  Drama.  Using  Year  10,  Year  11  and  Year  12  Drama  students  as  the  focus  group,  the  project  investigated  how  these  factors  can  be  improved.  A  socio-­‐cultural  approach  was  taken,  analyzing  the  student’s  social,  historical  and  cultural  factors.  The  main  objective  was  to  establish  a  culturally  responsive  classroom  environment,  so  as  to  gain  a  better  understand  of  the  student’s  backgrounds,  and  develop  meaningful  relationships  with  them.  While  the  initial  target  group  was  Maori  Drama  students,  the  same  strategies  were  implemented  for  all  drama  students.  In  many  respects  the  investigation  in  to  how  to  better  engage  with  Maori  students,  and  make  them  feel  included  and  comfortable  in  a  Pakeha-­‐dominated  classroom,  was  successful,  but  the  results  are  very  hard  to  quantify.    When  analyzing  Maori  Drama  student  attendance  records,  in  all  but  one  instance  Drama  was  the  class  they  attended  the  most.  The  one  Maori  Drama  student  that  attended  another  class  more  often  attended  Dance,  another  Performing  Arts  subject.  Engagement  definitely  improved,  but  further  attention  still  needs  to  be  made  to  help  improve  achievement  results.    The  Drama  Department’s  Inquiry  focus  for  2015  will  continue  to  address  the  issues  surrounding  Maori  student’s  achievement  level,  engagement  and  retention.  More  focus  will  be  spent  on  gaining  a  better  understanding  of  Maoritanga,  the  Treaty  of  Waitangi,  and  incorporating  te  reo  in  class,  when  and  where  appropriate.      Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Performance  in  externals  Poor  attendance  and  poor  results  in  all  the  drama  external  exams  indicate  that  more  attention  needs  to  be  spent  on  preparing  students  for  this  standard.  In  the  past  the  Drama  exams  have  been  some  of  the  final  exams  in  December,  so  many  students  chose  not  to  sit  them.  Other  students  decided  not  to  sit  the  exam  as  they  had  already  gained  sufficient  internal  credits  during  the  year.    Fortunately,  the  2015  Drama  exam  has  been  scheduled  for  an  earlier  time  in  November.    During  2015  it  is  the  department’s  intention  to  better  scaffold  the  students’  understanding  of  how  to  discuss  drama  elements,  techniques  and  conventions  in  an  exam  environment.  We  intend  to:    

Page 71: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

69  

• Introduce  the  exam  content  earlier  in  the  year,  and  discuss  the  relevant  theories  conventions  and  concerns,  as  each  internal  performance  standard  is  completed.    • Take  student  to  more  live  theatre  performances,  to  ensure  the  students  have  a  wider  repertoire  to  discuss  and  analyze  in  the  exam.    • Spend  more  attention  on  how  to  use  specific  drama  terminology  to  assist  in  their  written  responses.  These  strategies  will  hopefully  result  in  more  students  choosing  to  sit  the  exams,  and  give  them  a  better  understanding  of  how  to  respond  to  the  exam  questions,  improving  their  academic  results.      Poor  Results  In  12FTA  The  student  results  for  12FTA  in  2014  were  considerably  lower  than  expected.  There  was  a  range  of  reasons  for  this.  Many  of  the  performance-­‐based  unit  standards  used  for  this  class  in  previous  years  have  expired  and  been  withdrawn.  Because  of  this,  compatible  achievement  standards  needed  to  be  found  from  other  departments,  such  as  Media  Studies  and  Technology.  This  resulted  in  the  course  taking  on  a  more  technical  slant,  and  with  less  assessment  emphasis  on  performance  and  screen  acting  technique.  As  the  teacher  was  teaching  a  range  of  new  standards  from  different  departments,  she  was  not  as  familiar  with  the  assessment  tasks  and  criteria  as  she  would  have  liked.    To  prevent  this  happening  in  2015,  the  department  has:  • Enabled  students  to  gain  Year  12  Drama  and  Year  12  FTA  credits  in  either  class,  giving  students  more  performance  and  directing  based  assessment  opportunities.    • Gained  a  better  understanding  of  the  new  technology  standards,  so  as  to  better  scaffold  the  content  and  teaching  scheme.    The  12FTA  year  plan  has  been  restructured,  linking  assessment  tasks  together  to  make  standards  worth  fewer  credits  more  relevant  and  attractive.  The  timing  of  assessments  has  been  changed,  to  enable  students  to  gain  credits  earlier  in  the  year.  

HAGLEY  THEATRE  COMPANY  

DIRECTOR:  Cameron  Mattox    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Course  outlines  The  Theatre  Company  hands  out  course  information  outling  all  policies  and  assessment  opportunities.  This  handout  will  be  supported  by  individual  tutors  who  outline  their  own  method  of  assessment  for  each  particular  subject.  The  course  outline  for  each  post-­‐secondary  subject  involve  key  competencies  from  the  National  Curriculum.    Effective  moderation  practices  Teachers  place  emphasis  on  integrating  learning  and  assessment.  The  subjects  that  are  offered  for  moderation  are  overseen  by  a  variety  of  staff  within  the  Theatre  Company.  Usual  practice  is  for  two  teachers  to  internally  moderate  the  subject  with  outside  advice  called  upon  of  needed.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Cameron  Mattox  /  Theatre  Company  tutors  Tutors  adapt  current  TKI  assessment  schedules  to  suit  the  specific  task  used  and  examples  of  current  student  work  is  used  in  creating  the  judgement  and  evidence  statements.  All  externally  moderated  materials  have  been  retained,  including  both  written  and  visual  and  aural  evidence.  Dialogue  within  the  company  also  ensures  that  national  standards  are  atained  along  with  

Page 72: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

70  

informal  dialogue  with  external  moderators.  For  example,  clear  and  well  constructed  supporting  evidence  is  given  by  the  tutor  to  the  external  moderator  so  they  are  able  to  see  the  extent  of  evidence  collated.  For  the  theatre  company  programme,  external  advice  is  taken  from  two  other  institutions.  Toi  Whakaari  –  National  Drama  School  and  UNITEC  school  of  Performing  Arts.    Also  advice  will  taken  from  Leaders  in  their  fields  e.g.  For  our  playwriting  course  Brendan  Bennets  who  will  be  a  new  tutor  in  this  subject  will  have  the  advice  of  two  other  specialists  we  call  on;    Laura  Borrowdale  and  Faith  Oxenbridge  who  are  former  tutors  of  this  subject.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Cameron  Mattox:    The  proposed  study  was:    In  2014  I  wanted  to  focus  on  the  standard  of  report  writing  that  is  given  to  students  in  the  Theatre  Company.  In  the  year  2013  I  was  not  satisfied  with  depth  and  standard  of  reporting  and  felt  this  could  be  improved  substantially.  Two  surveys  were  undertaken  throughout  the  year  to  ascertain  what  the  second  year  students  thought  of  the  reporting.  The  first  one  looked  at  the  what  the  strengths  and  weaknesses  were  of  the  current  report  writing  and  what  they  felt  needed  to  be  included.  Once  in-­‐service  work  had  been  carried  out  and  the  new  style  of  reports  were  released  the  students  were  again  surveyed  as  to  their  opinions.      Fiona  Brownlie:  Fiona  took  a  socio-­‐cultural  approach  to  her  inquiry  report,  analyzing  her  students  social,  historical  and  cultural  factors,  as  well  as  how  they  present  themselves  in  her  class.  Her  goal  was  to  increase  the  number  of  Maori  students  choosing  to  study  drama,  as  well  improving  their  engagement,  performance  and  academic  results.  Fiona  has  alsoattempted  to  establish  a  culturally  responsive  environment.    Kevin  Roberts  &  Van  Elkayem:  A  joint  study  which  looked  at  raising  student  achievment  in  the  Senior  level.  The  proposal  was  to  offer  Level  2  &  3  students  the  opportunity  to  score,  rehearse  and  record  the  best  original  compostions.  As  well  as  the  recording,  it  was  also  aimed  to  retain  students  for  the  following  year.  Due  to  the  work  schedule  and  ambitious  nature  of  the  project,  six  of  the  twelve  proposed  scores  were  finished.  It  became  evident  that  there  is  a  need  for  a  studio  technician  for  the  following  years  if  they  are  to  achieve  100%  recordings.    Sue  McLachlan:  Sue  undertook  a  inquiry  which  looked  at  the  lack  of  general  knowledge  of  students  who  came  into  the  music  classes.  Many  of  the  students  came  from  a  non-­‐musical  background  and  didn’t  have  the  training  in  the  traditional  junior  music  classes.  Sue  targetted  Year  12  and  13  students  in  the  school  of  music.  All  lacked  the  basic  general  knowledge.    With  the  reformatting  lessons  to  allow  for  listening  exercises,  term  3  saw  a  much  improved  standard  by  the  students.    Joe  McCallum:  Joe  was  inspired  for  his  inquiry  after  working  at  Hornby  High  school  as  an  ITM  teacher  of  drumming.  Using  his  time  at  the  school,  Joe  explored  the  pacific  rhythms  with  two  students  who  had  disengaged  from  exploring  the  tradition  further.  Using  traditional  and  contemporary  drumming  beats,  he  attempted  to  engage  them  in  further  study.  As  the  study  grew,  Joe  saw  an  opportunity  to  incorporate  Pacifica  into  teaching  ITM  drums.  While  there  was  some  successes  with  the  classes  there  were  also  some  failures.  He  intends  to  continue  with  this  inquiry  in  2015    Todd  Jones:  

Page 73: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

71  

Todd’s  inquiry  focussed  on  the  students  completing  a  ten  week  practice  diary  which  aimed  to  give  them  a  structured  regime  which  in  turn  should  allow  them  to  see  the  improvements  in  their  performance.  As  the  year  progressed,  less  and  less  students  undertook  the  opportunity  to  write  in  the  diary.  Todd  felt  this  was  due  the  course  being  part-­‐time  and  ‘hobby’  in  nature.  For  the  ones  that  completed  the  study,  they  could  see  the  progression  of  skills.    Candice  Egan:  The  purpose  of  her  inquiry  for  2014  was  to  action  a  different  apporach  to  teaching  a  student  to  choreograph  for  the  solo  task  at  NCEA  Level  2.  Changes  for  the  this  year  included  using  the  standard  TKI  task,  ‘Limitations’  which  students  were  given  the  choice  between  3  varying  physical  limitations.  This  enabled  the  students  to  work  with  a  very  clear  stimulus.  In  the  second  year  of  the  inquiry,  Candice  found  that  some  students  lacked  the  necessary  combination  of  skills  such  as  problem  solving,  literacy,  creativity  and  ability  to  take  risks  in  order  feel  confident  etc.  She  has  made  recommendations  how  to  address  this  issue.  Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Dance:  Level  2:  100%  students  gained  14  credits  or  more,  62%  gained  18  –  22  credits.  Retention  rates  in  2014  –  a  number  of  students  left  the  system  for  a  variety  of  reasons:  joining  the  workforce,  personal  issues  ie.  family  issues.  Several  students  were  wrongly  placed  due  to  injury  that  restricted  their  ability  to  fulfill  the  program.  They  were  placed  in  other  subjects.  Level  3:  100%  gained  over  12  credits,  90%  achieved  18  –  30  credits.  Hagley  Dance  Company:  In  2013  100%  students  gained  over  14  credits  as  opposed  to  60%  in  2014  The  reason  for  this  is  that  students  in  2014  had  obtained  their  UE  and  most  level  3  dance  credits  at  previous  schools.  All  students  who  attended  a  dance  external,  achieved  the  external.    Drama:  In  summary:    Poor  results  and  attendance  in  externals  during  2013/14  indicate  that  more  attention  is  needed  to  prepare  students  for  this  standard.  After  careful  analysis,  the  teachers  of  drama  at  these  levels  will  better  scaffold  students  understanding  of  how  to  discuss  drama  elements,  techniques  and  conventions  in  a  drama  exam.  Introduction  of  the  exam  content  throughout  the  year  and  the  discussion  of  relevant  theories,  con  ventions  and  concerns.  12FTA:    Many  of  the  performance  based  unit  standards  that  had  been  used  in  previous  years  had  been  withdrawn  or  expired.  Compatible  AS  had  to  be  found  from  other  departments  such  as  Media.  The  course  took  on  a  more  technical  slant  with  less  emphasis  on  performing  and  screen  acting  technique.  In  2015  this  will  be  overcome  by  gaining  a  better  understanding  of  the  new  technology  standards;  enabling  students  to  gain  Year  12  drama  and  12  FTA  credits  in  either  class;  giving  students  more  performance  and  directed  based  assessment  opportunities.  The  year  plan  has  been  restructured,  linking  assessment  tasks  together  and  looking  at  the  timing  of  assessments.    Music:  Year  11:  Student  retention  was  excellent  with  26%  of  students  achieving  between  5  –  13  credits  and  68%  of  students  achieving  above  14  credits.  The  head  of  music  felt  that  students  who  engaged  in  lessons  inside  school  achieved  better  than  those  who  took  lessons  outside  of  school.  This  will  be  addressed  this  year.  12  School  of  Music:  7%  achieved  less  than  5  credits,  20%  nachieved  between  5  –  13  credits,  73%  achieved  14  credits  or  above.  Pastrol  issues  were  felt  to  be  the  reason  for  the  lower  credits.  Otherwise  this  was  a  good  result.  13  School  of  Music:  7%  achieved  0,  14%  achieved  between  1  –  4  credits,  21%  achieved  5  –  13  credits,  57%  achieved  14  and  above  credits.  The  above  statement  of  pastoral  applies  to  Year  13HSM  as  well.  

Page 74: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

72  

12  Music:  6%  achieved  1—4  credits,  31%  achieved  5  –  13  credits,    Retention  was  generally  good  with  the  class  moving  from  24  students  to  16.  This  was  due  to  a  number  of  students  enrolled  that  were  year  13  students  placed  in  the  class  due  to  timetable  conflicts  and  was  not  a  true  reflection  of  HSM.  Areas  to  improve  is  similar  to  that  of  Year  11  in  relation  to  music  tutition  in  and  out  of  the  school.  13  Music:  11%  achieved  1  –  4  credits,  11%  achieved  5  –  13  credits,  79%  achieved  14  credits  and  above.  Overall  good  reasults.  

MUSIC  

SUBJECT  LEADER:  Kevin  Roberts    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Locally  produced  activities  have  been  moderated  within  the  department.  Teachers  use  music  exemplars  and  intinerant  in  house  tutors  to  ensure  assessment  decisions  as  well  as  outside  meetings  with  cluster  groups  once  a  term  to  compare  assessment  results.  Moderation  meetings  with  a  select  group  of  schools  in  term  four  were  conducted  to  compare  end  of  year  results  over  a  selection  of  standards.    Schemes  and  related  resources  Achievement  objectives,  key  competencies  and  significant  values  are  identified  and  communicated  to  students  via  the  course  handbook  and  module  guidelines.  Course  material  reflects  the  Arts  Achievement  Objectives  in  the  New  Zealand  Curriculum.  Significant  values  focused  on  in  Music  are  excellence,  innovation  inquiry  and  curiosity,  community  and  participation.  Key  Competencies  focused  on  are  participating  and  contributing,  using  language  symbols  and  texts,  and  self  management.  Document  is  reviewed  yearly  and  updated  as  required.    Course  outlines  include:  Year  11  –  13  course  outlines  in  music  include  the  following:  § The  internal  and  external  standards  assessed  in  music    § Conditions  for  assessment  to  ensure  validity  § Opportunities  if  appropriate  or  applicable  for  reassessment.  § Absences  policy  § Appeals  policy  § Student  consent  to  assessment  procedures  and  course  content.    Effective  moderation  practice  In  department  moderation  .  Four  Hagley  teachers  and  external  moderation  from  ITM  unit.  Strengths  of  department  are  used  in  specialised  areas.  composition  and  arranging:  Kevin  and  Sue,  performance:  whole  department  ,  research  and  theory:  Sue  ,  theory  and  arranging:  Van  ,  technology:  Kevin.  Assessment  of  standards  are  often  done  “on  the  fly  “  This  is  particularly  useful  when  assessing  solo  and  group  work  as  the  mark  reflects  the  performance  in  the  context  of  its  setting  and  its  effectivness.  All  composition  work  is  team  marked  (  or  a  cross  section  of  work  is  selected  and  shared  amongst  teaching  staff  for  internal  moderation.  )        NZQA  moderation  results  for  2014:  

Page 75: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

73  

Standard   Moderation  result  [activities]   Moderation  result  [student  work]  

91418   Approved   7/8  

 Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Music  teachers  A  range  of  strategies  are  employed.The  department  is  fortunate  enough  to  have  a  wide  variety  of  staff  wiith  various  skills  to  call  upon.  This  ensures  that  assessment  of  all  standards  (performance  and  composition  /  technology  )  are  accurate  and  meet  national  standards.  Below  are  a  list  of  strategies  used  for  assessment:  • exemplars  from  TKI  site  • Inhouse  moderation  disscussion  /  (  On  the  fly  !  )  Standards  are  marked  and  logged  ,  returned  to  students  within  a  short  time  frame  to  insure  opportunities  for  reassessment  and  to  keep  

marking  fresh  and  relevant  to  the  task.  • past  work  from  students  for  exemplars  • connections  with  CPIT  and  other  high  schools  for  discussion  .  • ITM  unit    • use  of  moderation  results  from  past  years.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Staff  in  the  music  department  covered  a  wide  selection  of  inquiry  topics  that  were  delivered  in  an  open  forum  to  the  performing  arts  department  during  term  4.  Kevin  Roberts   Using  the  studio  as  a  tool  for  composition  (  Raising  the  standard  of  achievement.  )  And  

Creating  a  CD  Van  Elkayem   As  Above  .  Sue  McLachlan   The  lack  of  general  music  knowledge  in  the  school  of  music.  Todd  Jones   The  use  of  a  practice  diary  for  achievement  in  performance.  Joe  McCullum   The  use  of  pacific  island  rhythms  to  engage  students  in  lessons.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.  Indicator  4:  Achievement  data  is  used  to  inform  practice.  Year  11:  data  showed  that  student  retention  at  year  11  was  excellent  with  a  26%  of  students  achieveing  between  5  –  13  credits  and  a  healthy  68%  achieving  above  14  credits.  Areas  outlined  for  improvement  are  to  ensure  that  at  level  1  and  above  all  students  are  engaged  in  either  instrumental  tuition  outside  of  school  or  inrolled  in  lessons  in  school.  Students  that  tried  to  succeed  

Page 76: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

74  

on  there  own  abilities  often  fell  short  of  reaching  the  required  standard.  12  HSM:  7%  achieved  less  than  5  credits.  20%  achieve  between  5  –  13  credits.  73  %  achieved  between  14  and  above  credits.  The  main  factor  contributing  towards  lack  of  achievement  was  attendance  ,  often  due  to  factors  outside  of  the  schools  control.  Jobs  ,  life  issues  ,  lack  of  focus.  This  is  an  area  that  is  pastoral  and  can  only  be  solved  on  a  case  by  case  basis.General  health  and  achievement  of  the  class  was  good.  13  HSM:  7%  achieved  0.  14%  between  1-­‐4  credits  .  21  %  5  –  13  credits  .  57%  between  14  and  credits.  The  above  statement  for  12HSM  applies  for  13HSM.    12MUS:  6%  achieved  between  1-­‐4  credits  ,  31%  achieved  between  5  –  13  credits  ,  63%  achieved  14  +  above  credits.  Retention  was  generally  good  ,  data  states  that  the  class  size  was  24  dropping  to  16.  This  is  due  a  number  students  enrolled  that  were  year  13  students  placed  in  the  class  due  to  timetable  conflicts  and  is  not  a  true  reflection  of  the  official  class  size.  Areas  of  improvement  are  similar  to  year  11  in  regards  to  instrumental  tuition.  Those  students  who  opted  for  no  lessons  struggled  to  achieve  results.  Solution  is  to  encourage  students  to  take  lessons  and  monitor  attendance  in  this  area.  13MUS:  11%  ahcieved  between  1-­‐4  credits  ,  11%  achieved  between  5-­‐13  credits  ,  79  %  achieved  between  14  and  above.  Areas  to  are  minimal.  The  quality  of  the  year  13  class  was  high  and  this  is  evident  in  the  percentage  breakdown.  The  obsevations  made  for  the  above  year  levels  are  to  be  applied  for  2015  as  it  is  a  generalisation  and  common  factor  in  all  year  levels.    

Page 77: Annual Reporting 2015 : Subject Reviews

PHysical EducationHOD: Bridget SalkeldHEALTH AND PHYSICAL EDUCATIONSubject Leader: Bridget Salkeld

OUTDOOR EDUCATIONTeachers In Charge: Dave Hazelwoodand Tony Wright

Page 78: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

76  

PHYSICAL  EDUCATION  

HEALTH  AND  PHYSICAL  EDUCATION  SUBJECT  LEADER:  BRIDGET  SALKELD    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  This  audit  has  been  completed  in  order  to  confirm  that  the  assessment  activities  used  are  appropriate,  fair  and  valid.  The  audit  process  continues  throughout  the  course  of  the  year,  and  is  completed  through  an  internal  moderating  procedure  whereby  the  assessment  tasks  to  be  used  are  checked  by  another  Health  or  Physical  Education  teacher  prior  to  use.    In  this  process  the  teacher  checks  all  activities  against  the  indicators  used  by  NZQA  for  external  moderation.    Achievement  Standard  activity  tasks  used  in  both  Health  and  Physical  Education  are  sourced  from  TKI  and  modified  to  suit  the  context  and/or  needs  of  our  students,  whilst  retaining  the  intent  of  the  standard.    Activities/tasks  published  on  TKI  are  approved  assessments  and  are  checked  against  the  Achievement  Standard  published  by  NZQA.    All  modified  materials  are  checked  with  the  HOD  or  TIC  before  use,  and  where  necessary  further  consultation  occurs  with  other  specialist  subject  teachers  (within  the  school  or  from  other  schools)  or  specialist  bodies  (such  as  Volleyball  New  Zealand)  and  /  or  Mike  Fowler.  Assessment  tasks  for  junior  programmes  are  developed  by  teachers  within  the  Department  and  are  aligned  with  the  New  Zealand  curriculum.    Marking  schedules  are  developed  to  assist  teachers  with  these  assessments  and  are  audited  yearly.    Schemes  and  related  resources  are  complete  and  in  place  for  programmes  and  are  stored  as  a  hard  copy  in  the  PE  Department  (subject  folders  including  curriculum  links,  learning  outcomes  and  assessment  links),  as  well  as  on  the  school  network.  Consolidation  of  the  new  courses  implemeneted  in  2014  (11OPE  and  13SED)  have  taken  place  and  updates  will  continue  throughout  2015.  The  Junior  Health  programme  (both  Year  9  and  Year  10)  is  regularly  reviewed  and  updated  as  part  of  our  ongoing  analysis  process.  A  meeting  is  scheduled  for  the  beginning  of  each  term  to  ensure  that  all  staff  are  familiar  with  the  scheme  of  work  and  assessment  for  the  term.  Physical  Education  within  the  Junior  College  is  reviewed  annually  and  adapted  in  order  to  ensure  that  it  is  meeting  the  needs  of  students,  and  that  the  credit  totals  assess  what  is  relevant  to  our  students.    Year  11  Physical  Education  also  has  meetings  at  the  beginning  of  each  term  to  confirm  plans,  resources  and  assessments  as  this  subject  is  taught  by  more  than  one  teacher.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.    Course  Outlines  for  all  subjects  in  the  department  at  a  senior  level  (Year  11  –  13)  follow  the  Hagley  Assessment  Policy  ensuring  the  following  information  is  included:  • key  intended  outcomes  • authenticity  of  student  work  • assessment  methods  • due  dates,  missed  and  late  Assessments  • further  opportunities  for  assessment  • moderation  • documentation  of  results  • absences  policy  

Page 79: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

77  

• appeals  policy  • how  NCEA  results  are  reported,  including  information  on  accessing  Live  Results    Effective  moderation  practices  continue  to  be  implemented  in  the  Department.  The  strength  of  this  lies  in  the  collegial  support  of  the  Department.    There  is  a  strong  culture  of  both  co-­‐marking  and  peer  marking  within  the  department.    For  both  Health  Education  and  Physical  Education,  a  sample  of  student  work  is  peer  marked  by  another  specialist  teacher  after  the  subject  teacher  has  marked  it.    If  there  is  any  variance  in  grades  awarded  this  is  then  discussed,  and  if  necessary  a  third  assessor  will  also  look  at  the  work.    The  sample  includes  any  work  that  the  subject  teacher  would  like  feedback  on.  In  the  instance  where  there  is  a  borderline  grade  feedback  is  sought,  and  work  is  generally  co-­‐marked  by  two  specialist  teachers  (the  subject  teacher  and  one  other  with  experience  in  the  subject)  so  that  it  can  be  discussed.    Work  from  previous  years  is  kept  to  moderate  against,  as  are  externally  moderated  materials.    The  use  of  annotated  exemplars  published  online  are  also  used  for  comparison  and  internal  moderation  purposes.  This  helps  to  ensure  efficacy  as  well  as  consistency  between  years  or  between  staff.  In  the  case  of  subjects  or  standards  taught  by  more  than  one  teacher,  meetings  are  scheduled  prior  to  the  unit  being  run  and  assessment  tasks  and  schedules  are  checked  to  ensure  that  all  staff  are  assessing  in  the  same  manner.    Once  assessment  tasks  have  been  completed  the  classroom  teacher  initially  marks  class  work.    A  sample  of  work  is  then  cross-­‐marked  and  moderated  in  a  cluster  meeting  to  ensure  that  work  has  been  assessed  accurately.      In  the  case  of  practical  assessments,  wherever  practicable,  another  specialist  teacher  observes  the  performance  in  order  to  moderate  and  confirm  the  results  awarded.    In  the  case  of  practical  assessments  such  as  11PED  Badminton  a  time  is  arranged  for  students  from  different  classes  to  play  one  another  in  order  to  compare  practical  performances  for  moderation.      All  internally  moderated  work  and  documentation  relating  to  this  is  retained  within  the  department.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2013.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  PE  /  Health  Teachers    In  2014  two  standards  were  externally  moderated  for  Physical  Education.    16  pieces  of  assessed  work  were  moderated,  with  100%  agreement  by  the  external  moderator  (for  both  the  tasks  and  student  results).    This  continues  to  indicate  success  in  the  internal  moderation  processes  happneing  within  the  Department  with  100%  agreement  between  the  external  moderator  and  the  class  teacher  of  student  results  over  the  previous  4  years.    Health  Education  also  had  1  standard  externally  moderated  in  2014.    8  pieces  of  assessed  work  were  moderated,  with  6/8  assessed  work  agreed.    A  futher  clarification  was  sought  for  1  of  these  pieces  of  work.  Although  the  reply  justified  the  moderators  initial  judgement,  the  subject  teacher  will  follow  up  the  initial  query  at  a  Best  Practice  Workshop  later  in  2015  as  the  point  is  still  disputed  and  needs  further  clarification.  Overall  the  level  of  agreement  is  a  result  of  a  range  of  practices  that  are  in  place  to  ensure  that  assessments  are  accurate  and  consistent  with  national  standards.    11PED  and  12OED  are  the  only  classes  taught  within  the  department  that  have  more  than  one  class  that  assess  the  same  standards.    However,  there  are  a  number  of  shared  standards  within  the  department  with  crossover  occurring  between    11OPE  and  11PED,  12PED  and  12SED,  13PED  and  13SED  as  well  as  one  standard  also  shared  by  13OEX.    These  shared  standards  necessitate  strong  peer  moderation  procedures.    The  remaining  standards  within  these  subjects  are  taught  by  a  sole  assessor  and  therefore  robust  systems  are  required  in  order  to  ensure  that  assessors  are  supported  to  assess  consistently  and  accurately.    In  2015,  there  is  strong  interest  to  attend  the  local  Best  Practice  workshops  to  allow  further  clarification  and  opportunity  to  strengthen  our  assessment  and  moderation  procedures.    

Page 80: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

78  

A  range  of  the  following  policies  and  procedures  are  used  to  ensure  that  accuracy  and  consistency  occurs:  • feedback  is  actively  sought  from  department  members  regarding  assessment  tasks  and  results.  • teachers  use  both  Health  and  Physical  Education  activities  and  exemplars  from  the  MOE  TKI  website.  Activities  available  on  this  site  are  accepted  as  validly  assessing  their  relevant  

standards.    • annotated  exemplars  from  NZQA  are  referred  to  in  order  to  provide  clarification  of  the  grade  that  should  be  awarded.  • where  TKI  activities  are  modified  (this  is  most,  if  not  all  activities)  consultation  occurs  within  the  department  and,  if  necessary,  with  other  specialists.    This  may  be  from  other  schools,  

subject  associations,  national  sporting  bodies,  or  Mike  Fowler.  • work  from  previous  years  is  stored  and  available  for  use  as  reference.  • national  Moderator’s  Reports  are  used  to  inform  assessment  practice.  • internal  moderation  processes  ensures  that  assessment  results  are  confirmed  with  another  staff  member.  • when  standards  are  shared  between  classes  meetings  are  scheduled  prior  to  the  unit  being  run  and  assessment  tasks  are  checked.    Meetings  are  also  scheduled  prior  to  marking.    A  

sample  of  marking  is  then  cross  checked  before  final  grades  are  given  to  students  to  ensure  consistency  between  classes.  • in  the  case  of  practical  assessments  another  teacher  will  observe  some  candidates  and  assess  them  to  ensure  that  there  is  agreement  with  the  classroom  teacher  (assessor).    This  is  easier  

in  Outdoor  Education  where  there  is  two  staff  with  the  class.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    In  2014  all  staff  in  the  Health  and  Physical  Education  Department  completed  a  teaching  as  inquiry  project.    A  number  of  the  inquiry  topics  centred  around  biculturalism.  A  summary  of  each  report  follows.    Bridget  Salkeld  and  Anna  Williams  worked  cojointly  on  investigating  whether  enhancing  cultural  awareness  and  identity  can  influence  participation  in  Year  10  Physical  Education.  We  also  wanted  to  discover  if  introducing  more  international  games  that  had  simplified  rules  and  skills,  more  students  would  become  more  confident  participants.  Anna  and  I  chose  to  collaborate  on  this  issue  and  develop  the  project  for  both  our  classes.  Research  supports  the  idea  that  students  who  are  more  culturally  connected  have  better  self-­‐esteem  and  are  more  engaged.  Additionally  Anna’s  research  discovered  that  Kapa  Haka  creates  positivity,  a  connectedness,  and  enhances  peer  support  and  learning  as  a  collaborative  teaching  and  learning  approach  is  required.  Initiatives  were  trialed  and  implemented  including  Teira  from  Tu  toka  Tu  Ariki  (a  health  promoting  agency)  came  into  Hagley  and  taught  4  lessons  (1  lesson  per  week).  Within  these  lessons  he  introduced  the  students  to  some  Te  Reo,  tikanga  and  Te  Reo  Kori  using  some  basic  traditional  Maori  games  modified  using  modern,  but  minimal,  equipment.  Within  each  lesson,  he  taught  the  students  the  history  and  protocol  involved  as  he  built  up  to  an  introduction  to  Mau  Rakau.    The  students  were  also  introduced  to  a  range  of  traditional  games  from  other  countries  using  a  resource  called  ‘International  Inspiration’.  The  students,  in  groups,  learnt  the  game  and  were  responsible  for  teaching  it  to  their  classmates.  The  second  survey  results  confirmed  their  enjoyment  and  identified  that  when  games,  although  competitive,  were  simple  and  required  only  a  basic  skillset,  were  more  fun.      Dave  Hazelwood  looked  at  the  retention  of  students  in  both  Year  13  and  Year  12  Outdoor  Education.    In  2013  both  classes  started  with  reasonable  numbers  however,  dropped  by  more  than  50%  during  the  year.    Dave  wanted  to  find  out  what  factors  were  causing  this  drop  off.    This  is  the  second  year  of  a  two  year  project  and  based  on  the  results  of  students  surveyed  appropriate  changes  will  be  made  to  the  course  design.    The  students  who  left  the  class  and  were  surveyed  left  for  a  variety  of  reasons  including  the  time  commitment  required,  employment,  illness,  leaving  school  and  disliking  kayaking.    In  2014  Dave  implemented  Strategies  to  keep  the  students  engaged  in  Kayaking  including:  • Spending  extra  lessons  in  the  pool  getting  comfortable  under  water  in  a  Kayak  • More  time  on  Flatwater  so  the  beginners  didn’t  feel  out  of  their  comfort  zone  

Page 81: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

79  

• More  fun  games  so  it  was  an  enjoyable  experience  • Allowing  students  to  sit  out  if  it  was  getting  too  much.  Even  though  a  number  of  these  participants  in  Kayaking  left  the  course  soon  after  the  Kayaking  module,  it  wasn’t  really  due  to  them  strongly  disliking  Kayaking  and  not  engaging  in  the  course,  they  gave  it  a  good  go  but  this  module  isn’t  going  to  please  everyone.  An  example  of  this  was  Aliesha  who  was  terrified  in  both  the  Kayaking  and  Climbing  modules  and  yet  loved  the  course,  the  challenge  and  the  class  atmosphere  that  gets  built  up.  (She  also  still  received  18  credits  for  the  year)      Amy  Mitchell  recognised  students  in  the  targeted  learning  class,  who  have  a  lack  of  confidence  within  Physical  Education  tend  to  withdrawal  themselves  from  activities,  participating  as  minimal  as  possible  or  will  completely  remove  themselves,  deciding  not  to  engage  in  the  context.  It  was  hoped  through  adapted  Physical  Education  skills  taught  through  a  direct  teaching  approach  would  enhance  their  confidence  and  in  turn  boost  their  engagement  in  class.  The  aim  of  the  unit  was  to  provide  the  class  with  adapted  Basketball  activities  and  teach  them  through  a  direct  teaching  approach,  simplifying  the  task  and  keeping  distractions  to  a  minimum.    She  also  continued  to  use  Hellison  and  Templin’s  Levels  of  Social  Responsibility  as  a  visual  reference,  this  meant  having  laminated  sheets  stuck  to  a  white  board  with  the  levels  1  –  5  definitions,  also  including  the  students  faces  which  could  be  moved  from  level  to  level  as  they  engaged  or  disengaged  from  the  class.  By  simplifying  the  Basketball  activities  using  adapted  physical  education  principles  and  teaching  the  students  through  a  direct  teaching  approach,  the  students  were  able  to  gain  confidence  while  developing  their  basic  motor  skills.    Amy  saw  a  rise  in  the  students  engagement  based  on  their  levels  of  social  responsibility,  majority  of  the  class  was  now  working  at  level  four  –  self  responsibility,  which  includes  working  on  activities  independent  of  the  teachers,  shows  respects  and  makes  good  choices.    Ilana  Moir  worked  with  a  group  of  students  from  11HED,  having  noticed  that  in  the  past  3  years  students  in  year  11  Health  there  has  been  a  range  of  students  from  all  backgrounds  that  do  not  work  well  together.  At  times  she  has  seen  confrontation  and  arguments  between  groups  of  students  and  thus  creating  a  negative  teaching  and  learning  environment  in  the  classroom.  She  decided  that  she  was  going  to  incorporate  some  Adventure  Based  Learning  activities  during  term  so  students  can  connect  and  she  can  help  create  a  learning  environment  that  is  safe  and  enjoyable  for  all  students.  Through  this  and  other  interpersonal  activities  she  was  able  to  develop  a  supportive  environment  where  all  the  students  felt  support  by  each  other  and  also  had  no  confrontation  between  class  members  the  whole  year.    At  the  end  of  the  year  the  feedback  from  students  mentioned  that  they  felt  safe  and  supported  in  the  classroom  as  well  as  feeling  able  to  express  their  opinions  in  Health.    Alan  Rose  wondered  how  year  9s  would  receive  a  unit  based  solely  around  traditional  Maori  games  and  sports.  Furthermore  he  wanted  to  see  if  there  was  any  improvement  in  engagement  from  student  who  identified  as  Maori  being  able  to  engage  with  their  culture  in  a  physical  context.  The  research  found,  all  clearly  stated  that  there  is  a  disparity  in  education  between  Pakeha  values  and  Maori  customs  and  beliefs,  and  that  in  the  past  suppressing  or  banning  Maori  games  was  a  method  of  suppressing  the  culture.  The  feedback  from  the  students  who  said  they  were  more  engaged  in  class  as  a  result  of  a  number  of  factors  including  the  co-­‐operative  nature  of  Maori  games,  they  were  fun,  more  game  based,  level  playing  field  as  they  were  all  new.  Nearly  all  the  students  said  they  enjoyed  the  games,  felt  more  connected  with  Maori  culture  as  a  result  and  would  like  to  see  more  traditional  games  in  PE.    In  addition  the  class  became  very  engaged  when  they  researched  Ki  O  Rahi.  They  produced  some  fantastic  work  which  ranged  from  comic  strips  and  power  points,  to  scale  models  of  the  game  to  teach  others  about  the  game  and  the  values  behind  it.      Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.      Analysis  of  NCEA  data  has  begun  to  inform  practice.  Initial  analysis  indicates  that  the  Department  is  working  towards  the  Charter  target  of  80%  of  students  gaining  a  mininum  of  12  credits.  Staff  have  started  to  use  this  data  already,  to  make  course  changes  involving  modifying  the  assessment  opportunities  offered  and/or  redeveloping  how  and  when  assessment  takes  place.    Further  investigations  will  take  place  using  this  data  to  discover  what  alterations  can  be  made  to  assessment  materials  and  procedures  to  continue  to  make  gains  in  achievement  within  each  

Page 82: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

80  

subject  area.    One  area  that  will  be  specifically  investigated  is  the  engagement  of  students  in  external  examinations  for  year  12  and  13  Health  Education.  This  is  concerning  when  this  exam  accounts  for  25%  of  the  available  credits  for  each  of  these  courses.      

OUTDOOR  EDUCATION  TEACHERS  IN  CHARGE:  DAVE  HAZELWOOD  and  TONY  WRIGHT    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  We  have  purchased  all  relevant  assessment  materials  and  guidelines  from  Skills  Active.  This  has  been  done  at  an  affordable  rate  through  the  EONZ  consortium    -­‐  a  flat  rate  for  all  resources.      Schemes  and  related  resources  are  complete  and  in  place  for  programmes  for  Years  12  &  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  OED  staff  via  the  OED  folder  on  Amazon.      Course  outlines  include:  • The  external  and  internal  standards  offered  and  how  these  standards  are  integrated  within  the  programme  • Conditions  for  assessment  to  ensure  authenticity  and  validity    • Opportunities  for  further  assessment  • Absences  policy  • Appeals  policy    Effective  moderation  practice  The  two  Year  12  classes  involve  staff  working  very  closely  together  to  ensure  that  assessment  is  of  the  same  standard  as  the  other  –  it  can  be  that  the  assessment  is  done  by  a  teacher  in  the  other  class  for  practical  assessments.  For  practical  assessment  we  now  work  with  laminated  class  check  lists  (on  the  water)  to  ensure  skills  are  achieved  during  the  unit  of  work  and  at  the  assessment  opportunities.    Much  of  the  theory  is  also  being  done  orally  ‘in  the  field’,  as  requested  by  Skills  Active.    This  is  done  with  a  check  list  to  ensure  all  aspects  of  the  standard  are  meet  and  that  it  is  relevant  and  real.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    

Page 83: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

81  

Competent  assessor  statement:  Dave    Hazelwood  and  Tony  Wright  We  are  all  continuing    with  our  professional  development  and  consequently  will  be  exposed  to  the  latest  industry  standard  in  each  of  our  fields.    The  NZOIA  qualifications  need  on  going  revalidation,  every  three  years.  Summary  of  PD,  awards  held  and  revalidation  dates.  Training:   Bush   Rock  1  incl  lead  

climbing  endorsement  

Kayak  1   Alpine  1  

Tony    

Awarded  2012   Revalidated  2013    Endorsement  awarded  2013  

Revalidated  2014   Awarded  2011  

Dave   Awarded  2012   Revalidated  2013    Endorsement  awarded  2013  

Revalidated  2014   Revalidated  2012  

Paul   Awarded  2013   Revalidated  2013    Endorsement  awarded  2013  

PD  2011  Steve  Chapman  &  river  rescue  course  2011  

Next  objective  

Mel   Next  objective   Awarded  2013    Endorsement  awarded  2013  

PD  2011  Steve  Chapman  &  river  rescue  course  2011  

/  

 All  teachers  assess  the  practicals  together  and  the  written  component  is  moderated  inter  class  and  nationally  by  Skills  Active  NZ.  Teachers  refer  to  moderation  comments,  last  year’s  work  and  each  others’  expertise.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.  See  inquiry  summaries  for  the  department  under  the  Physical  Education  section.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    

Page 84: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

82  

Indicator  4:  Achievement  data  is  used  to  inform  practice.    These  courses  are  assessed  by  Unit  Standards,  as  such  students  are  only  eligible  for  an  ‘achieve’  or  ’not  achieve’.    The  exception  to  this  is  91501  (PE  3.4  –  Demonstrate  quality  performance  of  a  physical  activity  in  an  applied  setting).  Many  standards  have  a  100%  pass  rate,  this  is  attained  as  many  students  have  a  very  realistic  sense  of  whether  they  are  working  at  the  standard  and  therefore  are  ready  to  attempt  an  assessment.    Kayaking  in  particular  presents  some  very  real  challenges  to  students  who  are  not  that  confident  in  an  aquatics  environment.    As  the  year  progresses  there  can  be  students  who  don’t  do  well  through  lack  of  attendance  but  all  engaged  students  experience  a  high  degree  of  success  as  measured  by  credits  attained.  For  2014,  the  big  change  was  the  addition  of  US  425  (Experience  day  tramps)  and  US  426  (Experience  Camping)  to  the  12  OED  course.    These  standards  contribute  an  extra  6  credits  to  the  course.    When  comparing  2013  and  2014  results:  in  2014  all  students  gained  some  credits;  other  credits  gained  by  percentage  are  similar  however  I  think  this  is  a  reflection  on  the  calibre  of  the  student  cohort.  We  would  hope  for  a  better  credit  tally  with  the  new  standards  as  part  of  the  course.    We  are  also  hoping  for  better  engagement  in  the  course  with  an  increase  in  emphasis  on  these  less  intimidating  standards.  

Page 85: Annual Reporting 2015 : Subject Reviews

ScienceHOD: Carmen KentonBIOLOGY AND SCIENCESubject Leader: Carmen Kenton

CHEMISTRYSubject Leader: Elvina Stephens

HORTICULTURESubject Leader: Carol Gatehouse

PHILOSOPHY AND PSYCHOLOGYSubject Leader: Richard Tweedie

PHYSICSSubject Leader: Iain Chinnery

PRE- HEALTHSubject Leader: Vicky Blake

Page 86: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

84  

SCIENCE  

BIOLOGY    SUBJECT  LEADER:  CARMEN  KENTON    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Assessment  activities  used  continue  to  be  appropriate,  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Through  the  audit  process  which  follows  NZQA  protocols,  activities  are  verified  against  the  indicators  used  by  NZQA  for  external  moderation.      Schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  all  staff.  This  year  the  science  department  has  begun  to  review  and  update  the  schemes  for  learning  across  year  9,  year  10,  and  adolescent  ESOL  science  programmes.    This  aim  for  these  three  learning  areas  is  for  key  teachers  to  review  the  current  material,  trial  new  ideas,  and  write  the  schemes  and  resources  so  they  are  ready  for  complete  implementation  by  all  staff  teaching  in  these  areas  in  2016.    The  key  teachers  involved  in  this  major  re-­‐development  of  our  non-­‐NCEA  learning  years  will  also  be  responsible  for  sharing  their  findings  with  other  teachers  of  these  areas  as  the  year  progresses  so  that  all  teachers  of  these  learning  areas  have  a  sound  understanding  of  the  direction  of  the  new  schemes.  In  2015,  NZQA  released  new  versions  of  many  of  the  Achievement  Standards  at  level  1,  2,  and  3  of  NCEA.    Teachers  in  Charge  of  those  areas  will  review  the  new  versions  to  make  sure  that  our  current  teaching  programme  continues  to  provide  a  good  quality  learning  for  these  NCEA  assessments  and  they  will  make  any  adjustments  necessary  to  learning  programmes.    Course  outlines  and  practices  follow  the  Hagley  Assessment  Policy.    All  course  outlines  have  main  assessment  points  for  all  NCEA  courses  plus  there  are  assessment  policy  wall  posters  in  each  classroom  for  students  to  refer  to  as  the  year  progresses.    The  Science  Department  Assessment  Policy  tightly  follows  the  school’s  assessment  policy  and  highlights  any  variances  involving  practical/experimental  and  field  trip  assessments  that  are  peculiar  to  the  nature  of  assessment  in  a  science  department.    Effective  moderation  practices  • Teachers  mark  assessments  and  internally  moderate  them  as  soon  as  possible  after  the  completion  of  the  task.    Teachers  mark  their  own  students’  papers  and  then  hold  a  meeting  to  co-­‐

mark  boundary  papers.    Grades  are  not  issued  to  the  students  until  this  internal  moderation  process  is  complete.      • All  verified  grades  are  loaded  onto  the  Kamar  student  management  system  and  go  live  so  that  students  and  caregivers  can  see  the  grades.    This  occurs  as  soon  as  practicable  after  the  

marking  verification  meeting.  • During  this  process,  notes  about  improvements  and  changes  that  need  to  be  made  to  the  learning  programme  and  to  the  assessment  task  are  made  and  kept  with  the  assessment  task  so  

that  at  the  beginning  of  the  learning  programme  in  the  following  year,  this  task  is  pulled  out  and  the  learning  changes  can  be  checked  to  see  that  they  are  in  place.  • All  task  development,  final  tasks  and  student  work,  plus  assessment  review  notes  are  stored  in  a  specifically  marked  filing  cabinet,  so  that  all  those  thoughts  and  ideas  of  review  can  be  

incorporated  into  the  teaching  and  task  development  for  the  following  year.    The  internal  moderation  cover  sheet  is  completed  and  included  wih  the  stored  pack.  • This  happens  with  every  standard  offered  in  this  subject.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.  

Page 87: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

85  

 Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Science  Teachers  • Science  teachers  meet  regularly,  either  formally  in  a  scheduled  meeting  or  casually  chat  over  coffee  in  the  office,  to  discuss  teaching  and  learning  of  an  approaching  topic  in  an  NCEA  

course.    • The  task  for  NCEA  assessment  is  checked  early  in  the  topic  to  make  sure  it  honours  the  NZ  curriculum,  fits  the  learning  in  the  topic  or  context,  and  meets  the  national  Achievement  

Standard.  • We  attended  Best  Practice  Workshops  in  Christchurch  whenever  possible.  • Carmen  Kenton  is  a  member  of  the  Canterbury  Science  Teachers’  Association  committee  and  has  discussions  with  HODs  from  other  schools  about  standards.    We  share  external  

moderation  feedback  with  each  other  and  these  share  tasks.  • Many  of  the  science  department  regularly  attend  local  cluster  meetings  in  our  senior  subject  areas  and  so  have  regular  conversations  with  teachers  from  other  schools  around  

assessment.    These  conversations  are  then  bought  back  to  our  science  offie  and  shared  with  each  other.    This  also  provides  us  with  a  collegial  network  of  local  science  teachers  to  call  upon  if  we  are  undecided  about  grade  boundaries  or  are  taking  on  a  new  Achievement  Standard  not  previously  taught  at  our  school.      

• Some  of  our  staff  are  or  have  in  the  past  been  involved  at  NZQA  level  with  national  moderation,  writing  NCEA  exam  papers,  or  marking  NCEA  exam  papers  and  this  increases  our  understanding  of  the  national  standard  and  provides  guidance  for  all  teachers.  

• Carmen  Kenton  is  a  current  member  of  the  national  executive  committee  for  Biology  Educator’s  Association  of  New  Zealand  and  so  has  discussions  with  other  Biology  teachers  nation-­‐wide.      

 Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Tina  Dawson:  Investigated  how  a  small  collection  of  information  literacy  strategies  would  impove  learning  outcomes  for  students  in  a  year  9  next  steps  class.  Megan  Turnbull  and  Carolyn  Green:  Investigated  how  an  intervention  to  scaffold  exam  anser  writing  would  bring  students  to  the  point  of  “no  gaps  in  exams  papers”.    They  used  the  same  strategies  with  different  classes  so  they  could  evaluate  the  effectiveness  in  a  broader  science  context.  Simon  Oakley:  Investigated  whether  or  not  giving  out  his  email  address  to  students  for  them  to  get  in  touch  with  problems.      Carmen  Kenton:  Investigated  whether  co-­‐constructed  learning  and  assessment  templates  would  improve  learning  outcomes  for  students  in  11SCEL  next  steps  class.      Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Baseline  data:    Results  in  11HBI  indicate  that  students  are  not  buying  into  assessment  as  the  class  roll  for  2014  was  28  and  only  17  students  earned  any  credits  with  5  students  earning  over  the  12  credit  target  (=18%).    11HBI  is  considered  by  the  department  to  be  an  extension  class.  Target:  2015  -­‐  80%  of  the  class  reaching  12  credits  or  more.  

Page 88: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

86  

Actions:  Identify  reasons  for  the  results:  talk  to  teacher,  past  students  still  in  the  college.  Consider  modifying  the  programme  of  learning  and  assessment:  consult  students  too;  modifying  the  enrolment  process  into  this  class  to  make  sure  students  are  placed  accurately;  modifying  the  marketing  and  expectations  of  this  course  so  that  students  opt  into  it  with  vision.  Outcomes:  Staff  gain  a  better  understanding  of  why  student  outcomes  have  been  so  low.  Students  have  input  into  how  they  learn  and  are  assessed.  Possibly:  new  programme  of  learning,  assessment,  enrolment  processes,  marketing  by  the  department  Student  outcomes  increase  from  18%  over  12  credits  to  80%  over  12  credits.  Evaluation:  In  2015  we  hope  that  the  trend  will  increase  from  18%  to  80%  (or  close  to  %80)  of  students  in  the  class  earning  12  or  more  credits  in  this  course.  Planning  for  follow  on  actions:  Assess  the  outcomes  and  strategies  again  after  mock  exams,  at  the  end  of  the  year,  and  Jan  2016.      

CHEMISTRY  SUBJECT  LEADER:  ELVINA  STEPHENS    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  All  Chemistry  schemes  activities  and  assessments  are  being  checked  off  against  the  current  national  standards.  With  special  detail  to  the  Level  2  Chemistry  as  new  versions  have  been  released  this  year.  Tasks  have  been  discussed  with  the  University  of  Canterbury  Science  Advisor  to  ensure  that  the  tasks  were  at  the  appropriate  level.  Moderation  of  tasks  were  carried  out  with  Megan  Turnbull  at  Christ’s  College  to  ensure  tasks  and  student  work  was  at  the  national  standard.  The  exemplars  have  been  useful  in  maintaining  the  correct  standard.    Schemes  and  related  resources  Schemes  for  chemistry  are  working  documents  that  are  continually  being  modified  and  updated  to  ensure  they  are  aligned  with  the  New  Zealand  Curriculum.  With  special  detail  to  the  Level  2  Chemistry  as  new  achievement  standard  versions  have  been  released  this  year.  The  schemes  are  still  currently  a  work  in  progress  and  this  will  continue  throughout  the  next  year  or  two.  New  resources  are  continually  being  acquired  and  created  to  suit  the  different  learning  needs  of  the  students  within  our  classes.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  Assessment  practices  policy  is  displayed  in  every  class  room.  All  studnets  have  recived  an  outline  with  assessments  offered  and  approximate  dates  they  will  be  sat.  For  the  statement  of  re-­‐sits  in  Chemistry  every  class  has  been  briefed  and  its  on  the  course  outline  with  special  emphasis  on  practical  assesments.  Also  the  outlines  have  reference  to  the  science  department  assessment  policy  (displayed  on  walls  in  all  labs),  authenticity  and  online  access  to  assessment  results.    Effective  moderation  practices  Chemistry  standards  taught  across  multiple  classes,  teachers  have  pre-­‐learning  meetings  to  discuss  the  topic  ahead  and  set  out  strategies  for  learning.  With  task  checking  or  writing  occurs  before  the  learning  so  that  the  assessment  is  based  on  the  standard  and  any  quirks  are  picked  up  early.  Initial  marking  of  all  standards  is  completed  by  the  classroom  teacher  with  marginal  cases  discussed.  The  teachers  meet  after  the  initial  marking  to  talk  about  issues  that  arose  in  the  marking  and  to  set  boundry  grades  for  borderline  papers  and  then  continue  marking.    This  is  considered   check  marking  and   the  next   step   is   not   also  done   for   these   standards.   Check  marking   for   sole   teachers   is   carried  out  by   another   teacher   in   the  dept  who   is   familiar  with   the  standard.  Teachers  are  encouraged  to  share  boundry  papers  with  their  check  marker.      Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2013.    Indicator  2:  Assessment  is  at  the  national  standard.    

Page 89: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

87  

 Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Elvina  Stephens  Elvina  Stephens  makes  sure  that  the  assessments  used  are  accurate  and  consistent  with  the  current  national  standard.  She  has  gained  feedback  from  Kapiti  College,  external  moderation,  the  University  of  Canterbury  Science  adviser  on  a  number  of  tasks  as  well  as  Megan  Turnbull  at  Christ’s  College.  Elvina  will  keep  up  to  date  with  moderator  newsletters,  and  clarifications.  Use  exemplar  resources  to  help  guide  boundry  grades.    External  moderation  reports  from  previous  years  will  be  kept  and  used  to  help  us  modify  any  tasks  and  marking.  I  regularly  attend  subject  specific  PD  where  best  practice  in  regularly  discussed  and  shared.    I  share  this  with  my  dept  and  we  use  any  new  ideas  that  would  help  us  with  moderation.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    As  a  new  staff  member  I  didn’t  complete  a  teaching  as  inquiry  report  per  say.  However  at  Kapiti  College  I  lead  a  group  of  teachers  in  the  early  stages  of  doing  an  inquiry  around  the  using  ICT  to  change  teaching  practice.      Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Going  through  the  data  I  discovered  that:  • The  percent  students  gaining  14+  credits  in  Chemistry  though  low  (around  30%)  is  very  similar  to  my  pervious  school  and  2013  results  the  change  in  percentage  is  by  1-­‐2  students.  • The  number  of  L2  students  sitting  standard  91164  (demonstrate  understanding  of  bonding,  structure,  properties  and  engery  changes)  is  supprising  low  –  with  a  lot  of  students  SNA  Reasons  that  could  have  given  these  results:    • Nationwide  Senior  Chemistry  has  low  credit  percentages  mainly  due  to  the  cramming  of  content  into  external,  to  drop  to  three  exams  and  a  drive  from  universities  to  make  the  exams  harder.  • Students  not  sitting  structure  and  bonding  is  supprising  and  I  would  like  to  do  an  inquiry  into  why  and  how  to  encourage  more  to  sti  this  standard.  Looking  ahead  for  2015:  • Looking  at  these  results  I  can  see  that  early  on  I  will  need  to  identify  Y13  students  that  want  to  use  Chemistry  for  University  Entrance  so  I  can  better  support  them  getting  enough  credits.  • I  will  do  an  inquiry  into  Level  2  results  and  why  so  many  didn’t  sit  structure  and  bonding  also  why  13%  where  within  one  standard  of  getting  14+  credits  in  12  Chemistry.    

HORTICULTURE  

SUBJECT  LEADER:  CAROL  GATEHOUSE    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  

Page 90: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

88  

In  2014  12  horticulture  was  run  for  its  second  year,  but  was  no  longer  combined  with  the  NZG  class.  The  course  design  was  changed  by  the  addition  of  one  standard  where  accreditation  had  been  gained  the  previous  year.    The  new  standard  provided  a  greater  unity  in  the  programme  and  the  topic  was  popular  with  the  students.  Assessment  activities  used  in  the  course  provided  a  range  of  assessment  types,  including  largely  practical  based  tasks,  knowledge  based  assessments  with  a  practical  component,  and  a  research  project.    Most  of  course  was  based  around  unit  standards  from  the  Primary  Industry  Training  Organisation.  The  assessments  tasks  provided  by  the  PITO  are  pre-­‐moderated.  For  one  standard.    I  wrote  my  own  task  and  this  was  critiqued    by  the  the  Head  of  Department,  Carmen  Kenton.  The  information  provided  by  the  PITO  on  expectations  for  industry  training  carried  out  in  schools  was  referred  to,  to  ensure  procedures  were  being  followed  correctly.  One  achievement  standard  was  used.  The  task  used  was  a  TKI  task  with  an  appropriate  change  of  context.  The  National  Moderator’s  report  was  referred  to,  and  instructions  were  checked  for  clarity,  and  for  consistency  with  the  explanatory  notes  in  the  standard.  Carmen  checked  the  final  verlsion  of  the  task  against  the  list  on  the  internal  moderation  cover  sheet.    Schemes  and  related  resources  The  schemes  12  Horticulture  and  year  11  New  Zealand  Gardening  are  complete  but  12  Horticulture  schemes  are  still  in  draft  form.    The  schemes  will  be  under  development  again  for  2015  as  12  horticulture  becomes  the  new  Primary  Industries  pathway  course.  The  materials  are  aligned  to  The  New  Zealand  Curriculum,  with  added  links  to  the  strands  for  Agriculture  and  Horticulture  from  the  Agriculture  and  Horticulture  science  teaching  and  learning  guide.  The  science  capabilities  are  also  in  the  process  of  being  included  as  they  are  important  for  teaching  and  learning  in  a  science  subject.  As  sections  of  the  new  schemes  are  completed  for  2015  they  are  being  placed  on  Science  on  Amazon  along  with  other  resources    Course  outlines  The  2014  course  outlines  were  completed.    (The  new  course  outlines  for  the  2015  are  now  completed  and  will  be  placed  on  Amazon.  A  copy  has  been  given  to  the  HOD  and  staff  concerned.)  The  course  outlines  for  2014  include  the  standards  assessed  as  part  of  the  programme,  times  of  the  year  for  the  assessments,  and  a  reference  to  the  science  department  assessment  policy,  which  is  displayed  int  all  classrooms.  Conditions  for  assessment  are  given  with  an  explanation  that  certain  practical  assessments  may  not  have  a  resit  opportunity  due  to  nature  of  the  tasks.  A  statement  about  online  access  to  assessment  results  is  also  included.  Effective  moderation  practices  Student  work  and  tasks  for  the  horticulture  standards  are  moderated  with  Carmen  Kenton.  (HOD)  in  the  science  department,    Notes  and  relevant  documents  are  filed  with  the  student  work,  so  they  can  be  referred  to  in  the  following  year.  Moderated  work  is  also  filed  for  reference  when  changing  or  upgrading  tasks.  Student  work  is  kept  for  3  years.    In  2014  a  couple  of  achievement  standards  were  part  of  the  courses.    TKI  assessments  were  used  and  modified  as  needed,  exemplars  were  referred  to  when  marking  and  Moderator’s  reports  were  checked  before  using  or  marking  the  task.  SecQual  circulars  are  checked  for  any  updates  or  changes.  The  Primary  ITO  holds  two  cluster  group  meetings  a  year  for  moderation  of  the  ITO  standards.  Groups  are  set  up  for  peer  moderation,  and  a  moderator  is  present  to  assist  or  answer  questions.  The  groups  I  worked  with  in  May  2014  were  very  helpful.  At  first  I  worked  with  a  tutor  from  Telford  (Lincoln  University)  and  other  members  of  the  group  including  a  moderator.    We  marked  assessments  for  level  2  Propagation  standard  that  I  had  completed  for  the  first  time  in  2013.    (not  used  in  2014)  Telford  delivered  this  standard  through  an  e  mail  link  with  students  and  it  was  interesting  to  compare  different  methods  of  delivery.  The  second  group  I  worked  with  moderated    assessments  for  a  standard  that  I  am  hoping  to  deliver  for  the  first  time  in  2015.    In  the  second  meeting  in  2014  Andew  Donahue  the  Quality  Manager/National  moderator  spoke  to  us  about  quality  assurance  and  moderation.  The  Primary  ITO’s  person  in  charge  of  literacy  needs  of  students  also  talked  to  us  about  providing  support  for  our  students.  Finally  there  was  a  discussion  and  demonstration  on  best  practice  when  assessing  practical  work.    NZQA  external  moderation  results  2014  

Standard   Moderation  result  [activities]  

US  27708   Approved  

Page 91: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

89  

   

Standard   Moderation  result  [student  work]  

US  27708   3/3  

   Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Carol  Gatehouse  IN  2014  there  are  no  other  teachers  using  the  horticulture  standards.    Occasionally  the  Gateway  students  may  complete  a  horticulture  standard  through  the  Academy  (NTA).    These  are  usually  not  standards  offered  at  Hagley  and  they  carry  out  their  own  assessment.  To  ensure  that  assessments  are  accurate  and  consistent  with  national  standards  I  use  the  Primary  ITO  Crommon  Assessment  tasks,  or  tasks  from  TKI,  with  modification  where  needed.  Assessment  tasks  and  student  work  are  checked  by  Carmen,  and  ideas  discussed,  especially  on  ways  of  recording  quality  infomation    as  evidence  for  practical  work.  The  PITO  tasks  for  selected  standards  and  corresponding  student  work  are  checked  and  discussed  at  the  cluster  group/moderation  meetings.    Teachers  in  the  HATA  network  discuss  standards  and  suitable  activities,  and  the  HATA  website  has  useful  information,  There  will  be  another  conference  in  2015  which  I  will  attend.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Carol  Gatehouse  Using  learning  activities  to  increase  scientific  literacy  and  encourage  development  of  study  skills.  In  two  of  my  classes  for  2014  there  were  many  students  who  had  not  completed  any  educational  studies  in  the  last  few  years,  and  in  the  class  I  chose  to  focus  on,  only  two  had  been  to  Hagley  before,  both  for  less  than  one  year.  The  major  part  of  the  course  content  was  new  for  these  students  and  only  two  students  had  any  recent  background  in  science.  The  main  gaol  for  the  students  in  this  class  was  to  be  able  to  transition  to  a  tertiary  course  in  the  following  year.  They  shared  the  same  sense  of  purpose  and  were  highly  motivated,  but  initially  not  all  felt  competent  to  do  what  was  expected  of  them.    As  they  had  not  been  studying  for  a  while,  recall  of  knowledge  was  a  challenge  for  many  to  begin  with.  There  were  several  students  who  could  not  use  the  key  terms  or  recognise  them,  and  so  could  not  confidently  use  them  in  answering  questions  in  an  examination  paper.  I  discussed  study  skills  with  the  class,  and  introduced  a  structured  note  taking  method.  I  started  by  taking  a  few  minutes  at  the  end  of  a  lesson  for  students  to  write  brief  notes  on  what  they  had  been  studying.  They  could  use  the  workbook,  hand-­‐out  or  power  point  notes  to  help  get  their  thoughts  down.    We  then  moved  onto  checking  key  words  and  writing  questions.  I  went  round  at  the  start  of  the  next  lesson  to  ask  for  a  few  questions  to  use  for  a  short  test.  I  carried  on  with  this  method  through  the  topic  on  scientific  calculations.  I  do  not  think  this  was  an  especially  useful  technique  for  these  students,  but  it  allowed  me  to  look  at  the  difficulty  of  note  taking,  and  the  volume  of  information  and  number  of  science  terms  that  a  student  may  have  to  be  familiar  with  and  remember.  It  would  also  be  good  to  look  at  the  assessments  next  year  and  how  they  are  written.  

Page 92: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

90  

 Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    11  NZG  In  2013  the  NZG  class  was  combined  with  the  new  12  Horticulture  class  as  numbers  were  low  in  the  horticulture  class.    The  numbers  in  this  combined  class  increased  to  more  than  30  students.  In  2014  the  NZG  class  was  again  separate  and  returned  to  being  a  level  1  class.  The  course  included  2  unit  standards  from  the  Primary  ITO,  and  one  achievement  standard  with  a  very  large  practical  component  suitable  for  students  who  are  learning  English.  There  were  39  students  enrolled  in  this  course  in  2014.    Some  students  viewed  the  class  as  an  option  class  that  could  be  changed  half  way  though  the  year.    Students  enrolled  in  the  class  throughout  the  year,  some  arriving  very  late  and  unable  to  complete  assessments.  21  out  of  39  students  have  results  in  the  subject.  (54%).  To  improve  this  in  2015,  I  am  going  to  try  and  complete  all  the  sections  of  one  standard  in  the  first  half  year,  and  the  separate  sections  of  another  standard  in  the  second  half  year,  so  that  students  changing  classes  can  complete  one  standard.  Usually  the  separate  sections  are  completed  as  fitting  with  the  topics  through  the  year.  (based  on  the  gardening  year)    For  students  arriving  late  in  the  year  it  will  still  not  be  possible  to  complete  a  standard,  however  many  of  these  students  have  come  back  to  the  course  in  2015.    The  course  offers  11  credits.  As  many  of  the  students  are  just  beginning  to  learn  English  ,  it  is  not  possible  to  offer  more  than  this.    In  fact  only  two  of  the  students  in  2014  felt  they  had  enough  English  to  attempt  the  diary  for  the  standard;  Grow  and  maintain  plants  in  containers  from  seed.  As  one  of  them  returned  home  before  the  end  of  the  year,  the  assessment  was  only  completed  by  one  student.  This  may  not  be  offered  in  2015.  Many  of  the  students  are  not  ready  to  complete  assessments  and  do  not  wish  to.  20/21  students  completed  the  two  main  standards  (95%),  with  30%  gaining  all  six  credits.    The  AS  90157  is  a  practical  standard  with  very  little  written  component.    Although  only  16  entered  62.5%  gained  excellence  as  these  students  are  willing  to  work  on  their  practical  skills,  but  find  any  written  component  difficult.      12  Horticulture  This  course  ran  for  the  first  time  in  2013.  The  group  increased  quickly  to  10  students,  but  it  proved  difficult  to  provide  these  students  with  ongoing  support  due  to  the  large  numbers  of    students  in  the  NZG  class  and  their  high  literacy  needs.  Retention  however  was  good.  It  was  also  difficult  to  evaluate  the  new  course  and  make  changes  for  2014.  One  unit  standard  proved  to  be  a  problem  however,  as  it  was  completed  in  three  sections,  and  students  who  did  not  achieve  the  first  section  did  not  find  it  easy  to  keep  working  towards  a  resit  and  the  next  section.    This  was  dropped  in  2014  The  first  agriculture  standard    Hagley  was  accredited  for  was  trialled  in  2014  and  feedback  from  the  students  was  really  positive.  In  2014  10  students  enrolled,  but  retention  was  low  and  only  30%  had  results  in  this  subject.    Reasons  for  leaving  the  class  included  difficulties  with  house  moving  (left  school),  unable  to  get  to  class  in  poor  weather  at  age  63  (left  school),  getting  a  job  in  horticulture  (left  school)  and  reducing  load  for  health  reasons  (still  helping  out  in  the  hort  plot  at  times).  Two  remained  at  school  part  time  and  one  changed  class.    The  student  changing  class  moved  to  a  class  that  started  with  a  very  structured  unit,  with  clear  rules  and  guidelines.  I  considered  that  this  would  help  to  develop  confidence  with  the  work  and  provide  a  better  transition  from  a  year  11  to  a  year  12  programme.  The  year  12  Horticulture  course  started  with  the  project  based  assignment  on  planting  out  crops.  Students  took  some  time  to  develop  the  skills  for  keeping  a  work  record  and  I  felt  this  may  be  better  introduced  a  little  later  in  the  course.    In  2015  the  new  classes  in  the  Primary  Industry  pathway  course  have  replaced  the  horticulture  class.    In  each  of  these  three  classes  I  have  thought  very  carefully  about  the  design  of  the  course  to  meet  student  needs,  and  especially  about  starting  with  a  topic  that  would  allow  the  students  to  take  time  to  build  skills  needed  for  a  level  2  course,  and  still  provide  an  interesting  introduction  to  the  course.      Credits  gained  The  data  shows  that  67%  gained  19  or  more  credits.    This  is  in  part  because  one  of  the  three    students  transitioned  to  the  Biological  Husbandry  Unit  at  Lincoln  university  (2  days  a  week)  and  

Page 93: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

91  

chose  to  keep  attending  Hagley,  but  not  complete  assessments  that  had  been  started  here.  One  student  gained  19  credits  and  the  other  23  credits.  These  two  students  completed  all  internal  assessment  except  for  AS  2.3  Advanced  Propagation  techniques.    This  proved  to  be  a  challenge  for  one  student  did  not  feel  confident  enough  to  complete  the  report.    The  other  gained  achievement  with  excellence.    This  standard  is  not  offered  in  2015.  None  of  the  students  entered  the  external  examination.  They  felt  pleased  in  gaining  19+  credits  in  the  internal  assessments.    Externals  have  still  been  included  in  two  of  the  new  courses  in  2015,  and  students  will  be  encouraged  to  build  examination  skills  and  confidence  in  working  towards  examinations.  One  student  gained  a  merit  in  the  examination  in  2013.  

PHILOSOPHY  /  PSYCHOLOGY  

SUBJECT  LEADER:  RICHARD  TWEEDIE    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.  Assessment  materials  audit  Minor  refinements  made  to  YR  11  psychology  standards;  Continued  the  scaffolding  of  tasks  for  YR  12  &  13  philosophy  assessments.    Sample  assessment  materials  for  YR  12  Philosophy  were  obtained  from  St  Peter’s,  Auckland.  YR  12  &  13  Philosophy  materials  were  shared  and  discussed  with  other  Christchurch  philosophy  teachers.  Student  work  check  moderated  in  an  exchange  with  another  Christchurch  School.      Schemes  and  related  resources  Course  materials  and  resources  are  aligned  with  The  New  Zealand  Curriculum  via  the  Learning  Outcomes  of  the  Ministry  of  Education’s  Teaching  and  Learning  Guidelines  for  psychology  and  philosophy.  Due  to  the  continuing  refinement  of  psychology  assessment  tasks  and  review  of  new  internal  standards  for  all  YR  12  and  13  philosophy  assessments,  course  schemes  will  need  to  be  updated.      Course  outlines  All  course  outlines  contain  standardised  statements  on  assessment,  resubmission,  resubmits,  absences  and  appeals  that  are  consistent  with  the  Hagley  Assessment  Policy.  Priority  is  given    to  clear  communication  with  students  about  achievement  criteria  and  open  discussion  around  teacher  assessment  decisions.  All  submitted  student  work  is  kept  in  the  psychology/philosophy  office.  Any  Student  work  required  for    non-­‐NZQA  auditing  is  photocopied  or  scanned.    Effective  moderation  practices  Various  practices  are  utilised:  • closely  reading,  re-­‐reading  and  interpreting  standard  specifications  particularly  the  explanatory  notes  and  criteria  for  different  grades  • extracting  further  clues  on  standard  requirements  from  NZQA  resource  materials  • considering  all  possible  angles  in  the  interpretation  of  a  standard  • ensuring  clarity  of  the  tasks  and  the  required  achievement  criteria  for  teachers  and  students  • perusing  and  using  materials  from  other  schools  where  appropriate    • consulting  philosophy/psychology  colleagues  at  annual  subject  conferences  and  by  email  • attending  Best  Practice  Moderation  Workshop  for  Social  Studies  • making  use  of  NZQA  National  Moderator  expertise.      

Page 94: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

92  

Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Richard  Tweedie  In  summary,  ensuring  assessments  are  accurate  and  consistent  with  national  standards  is  the  end  result  of  a  broad  iterative  process  centered  around  the  considerable  knowledge  and  experience  of  the  Psychology/Philosophy  Department  involving  teacher  relationships  within  and  outside  Hagley  alongside  the  careful  interpretation  of  NZQA  and  MoE  documents  relating  to  each  specific  standard.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Responses  to  NCEA  data  analysis.  Philosophy  success  rates  are  directly  related  to  the  peculiar  demands  of  the  assessment  tasks  and  these  problems  are  shared  by  philosophy  classes  at  other  NZ  schools.  The  major  issues  of  fitting  not  quite  fit-­‐for-­‐purpose  Achievement  Standards  to  a  philosophy  course  have  been  solved  at  the  YR  13  level  and  the  improving  success  rates  reflect  this.  Major  difficulties  remain  with  YR  12  philosophy  assessment  tasks  which  also  reflects  the  use  of  Level  3  Standards  at  this  level  and  currently,  the  student’s  achievement  rates  reflect  this.  The  goal  for  2015,  working  in  tandem  with  philosophy  teachers  from  other  schools  is  to  improve  the  student  accessibility  to  the  assessment  tasks  by  structuring  step-­‐wise  goals  into  the  tasks.  This  is  expected  to  lift  student  completion  of  the  tasks.  

PHYSICS  SUBJECT  LEADER:  IAIN  CHINNERY    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  In  the  standard  moderated  by  NZQA  this  year  (91172),  the  moderator  had  minor  disagreements  with  the  grade  boundaries  in  two  papers  out  of  eight.  The  comments  have  been  noted  in  marking  the  same  standard  this  year.      Schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  12  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  all  staff.  Schemes  on  Amazon.    

Page 95: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

93  

Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  Outlines  updated  at  start  of  year  and  they  refer  to  Hagley  Assessment  Policy  displayed  on  classroom  wall.    Effective  moderation  practices  In  the  standard  moderated  by  NZQA  this  year  (91172),  the  moderator  had  minor  disagreements  with  the  grade  boundaries  in  two  papers  out  of  eight.  The  comments  have  been  noted  in  marking  the  same  standard  this  year.      Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Iain  Chinnery  The  Physics  teacher  meets,  either  formally  in  a  scheduled  meeting  or  in  a  casual  chat  over  coffee  in  the  office,  with  other  teachers  who  have  taught  Physics  to  discuss  assessment  of  an  NCEA  standard.  The  tasks  for  NCEA  assessment  have  been  checked  by  NZIP,  who  wrote  them,  to  make  sure  they  honour  The  NZ  Curriculum,  fit  the  learning  in  the  topic  or  context,  and  validly  assess  the   achievement   standard.   In   the   standard  moderated   by   NZQA   in   2014     (91172),   the  moderator   had  minor   disagreements   with   the   grade   boundaries   in   two   papers   out   of   eight.   The  comments  have  been  noted  in  marking  the  same  standard  this  year.      The  teacher  has  attended  Best  Practice  Workshops  in  Christchurch.Iain  Chinnery  is  a  member  of  the  Canterbury  Physics  Teachers’  Cluster  and  has  been  to  a  meeting  at  which  standards  were  discussed.  Iain  Chinnery  has  in  the  past  been  a  marker  for  national  exams,  which  has  given  a  good  understanding  of  the  standard  of  work  required.  He  has  also  taught  year  12  and  13  Physics  for  many  years  and  understands  the  standard  of  work  expected  at  this  level.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Iain  Chinnery  The  one  teacher  did  an  inquiry  on  ways  of  prepaing  for  scholarship  and  results  were  disappointing  (nobody  get  Scholarship  Physics),  so  the  same  project  will  continue  through  2015.  

 Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Students  with  results/number  on  markbook:  2013  -­‐  80%,  2014  -­‐  75%  Students  gaining  12  or  more  credits  in  L2  or  L3  in  2014:  39%  Standards  achieved  out  of  those  who  actually  attempted  them  73%  

Page 96: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

94  

The  main  problem  with  students  not  reaching  12/14  credits  is  the  number  of  them  who  did  not  even  attempt  the  3  external  papers  in  the  exam.  Many  decide  near  the  end  of  the  year  that  they  will  not  do  all  (or  any)  exams.  There  seem  to  be  two  main  reasons.  Students  reckon  they  can  get  “enough”  credits  without  all  externals;  exams  are  too  hard.  In  Physics,  they  can  only  gain  7  credits  from  internals  and  this  is  being  pointed  out  right  at  the  start  of  2015.  

PRE-­‐HEALTH  SUBJECT  LEADER:  VICKY  BLAKE    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Pre-­‐health  follows  the  assessment  frame-­‐work  endorsed  by  Hagley  Community  College  as  per  NZQA  guidelines.  Students  receive  a  copy  of  these  guidelines  at  the  start  of  the  programme.  Internal  moderation  was  completed  this  year  with  a  specialist  teacher,  Sue  Alexander.  A  new  unit  standard  27833  was  introduced  as  part  of  an  NZQA  update  so  it  was  moderated  following  the  first  student  assessment  exercise.    Schemes  and  related  resources  are  complete  and  in  place  for  pre-­‐health  practical  component  of  pre-­‐health  programme.  Schemes  are  located  on  the  school  network  Amazon  under  Science-­‐Pre-­‐health.  Work  books  have  been  updated  as  per  outcomes  from  Inquiry  project  2013.    Course  outlines  follow  the  Hagley  Assessment  Policy.      Effective  moderation  practices  Pre-­‐health  offers  unit  standards  that  are  taken  to  the  Industry  Training  Organisation  (Careerforce)  for  twice  yearly  moderation.  The  expectation  from  moderation  is  to  assess  up  to  10%  of  units  offered  in  any  programme  over  the  year.  Pre-­‐health  offers  up  to  7  unit  standards  each  year  of  which  up  to  4  standards  are  moderated  each  year  (approx.  55%  of  programme).    Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Vicky  Blake  Two  samples  of  unit  standards  20830,  23391,  23387  and  23386  were  moderated  in  2014  and  all  assessments  received  a  ‘met’  outcome  by  the  moderators.  Assessment  material  was  used  from  Careerforce  ITO,  additional  material  was  added  in  for  unit  standards  23386  and  27833  to  ensure  full  assessment  of  unit  standards  was  covered.  In  the  pre-­‐health  subjects  of  human  biology,  chemistry,  maths  and  pre-­‐health  unit  standards  previous  results  have  been  compared  and  contrasted  with  this  years  achievements.  This  statistical  information  allows  us  to  pick  up  difference  and  to  investigate  what  this  means  for  students  achievements.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.  

Page 97: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

95  

 Vicky  Blake  My  action  plan  was  to  ”develop  a  revision  to  my  teaching  plan  and  students  workbooks  so  that  this  group  of  (ESOL)  students  learning  needs  could  be  addressed  to  support  their  desired  learning  outcomes.”  In  2014  my  inquiry  project  is  focussing  on  implementing  changes  to  my  teaching  plans  and  workbooks  in  the  unit  standard  work.  I  will  evaluate  these  changes  throughout  the  course  of  the  year.  Discussion  The  results  graph  (  see  full  report)  is  restrictive  and  limited  in  reflecting  and  evaluating  student  performance  based  on  strengthening  the  relationship  between  course  material  and  assessment  material.  It  is  more  useful  to  evaluate  student  understanding  and  performance  from  my  observations  and  knowledge  of  student’s  individual  abilities  and  ability  to  achieve.  This  has  been  achieved  throughout  the  year  by  talking  with  students,  regularly  asking  for  feedback  with  assessments  and  building  relationships  to  understand  students  learning  styles  and  barriers  to  learning.  Therefore  my  results  are  based  on  an  ongoing  relational  model  of  working  with  my  students  learning  needs.  There  were  17  students  at  the  start  of  2014.  10  students  had  explained  reasons  for  not  completing  the  unit  standards.  (see  full  report).  By  the  end  of  the  assessment  period,  7  students  were  actively  pursuing  unit  standard  achievement.  One  theme  I  noticed  as  the  year  progressed  was  that  students  were  handing  in  assessments  partly  completed  with  the  knowledge  they  had  a  second  attempt.  This  had  become  a  way  of  managing  their  workload.  When  I  talked  with  these  students  I  found  that  they  were  either  having  personal  life  issues  that  were  interfering  with  their  ability  to  set  time  aside  for  their  work  or  they  were  working  part  time  to  support  families.  As  a  result  of  this  new  trend  I  have  decided  to  set  assessment  time  in  class  and  put  a  more  structured  frame  around  assessments  as  opposed  to  setting  timeframes  for  students  to  complete  in  their  own  time.  To  encourage  time  management  I  started  giving  students  diaries  in  2013  and  being  specific  in  having  them  write  important  information  down  to  organise  their  workload.  My  observation  is  that  generally  students  have  found  it  easier  to  link  course  material  with  assessments  although  a  new  issue  emerged  where  some  students  didn’t  listen  to  instructions  so  needed  to  re-­‐sit  a  larger  majority  of  assessment  material.  Changing  assessments  to  be  completed  in  class  as  opposed  to  outside  school  time  will  hopefully  minimise  this  problem.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Target:  To  engage  and  prepare  adult  students  for  tertiary  study  options  predominately  in  the  health  field.  Actions:  The  pre-­‐health  package  course  incorporates  a  science  based  academic  component  alongside  a  practical  hospital  placement  with  unit  standards.  Students  (17)  for  2014=Maori  (17.6%),  NZEuropean  (53%),  and  other  ethnicities  (29.4%).  Outcomes:    The  PreHealth  course  is  recognised  by  CPIT  as  entry  to  the  various  health  related  courses  they  run  including  the  degree  and  diploma  in  nursing,  vet  nursing,  technician's  courses  and  medical  imaging.    In  order  to  meet  the  academic  requirement  for  the  degree  course  students  must  attain  70%  in  the  Human  Biology  component  of  PreHealth.  To  gain  entry  to  the  Enrolled  nursing  course  (the  diploma)  students  must  attain  50%  in  Human  Biology.  At  the  end  of  2014  every  student  still  attending  the  course  gained  the  academic  requirement  for  entry  to  the  degree  course  at  CPIT.  Marks  ranged  from70%  through  to  86%.    One  student  has  entered  the  vet  nursing  course,  and  three  others  will  be  enrolling  in  the  degree  course  starting  midyear.    Students  are  also  assessed  against  unit  standards  in  one  course  component.  9  (53%)  students  attempted  unit  standards.  6  (35%)  gained  all  7  unit  standards  offered.  3  (17%)  students  completed  between  1  and  4  unit  standards.  Reason  for  variance:  There  were  17  students  at  the  start  of  2014.  One  student  left  in  July  as  was  accepted  for  CPIT  nursing.  Three  students  were  exempt  from  doing  unit  standards.  Two  students  left  the  course  due  to  pregnancy.  One  student  stopped  her  practical  and  unit  standards  to  focus  on  science  subjects  to  pursue  a  non-­‐nursing  related  academic  tertiary  goal.  Three  

Page 98: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

96  

students  left  the  course  for  personal  reasons.  One  international  ESOL  student  joined  the  class  in  March  for  4  months  and  returned  to  his  country  of  origin  as  per  his  entry  requirements.  One  Maori  student  joined  the  class  in  term  2  as  she  had  been  in  pre-­‐health  in  2013  and  left  due  to  pregnancy  returning  to  finish  the  programme  this  year.  Two  students  didn’t  turn  up  for  the  programme  despite  being  on  the  roll.    By  the  end  of  the  assessment  period  7  students  were  actively  pursuing  unit  standard  achievement.  Evaluation:  The  purpose  of  my  analysis  has  been  to  identify  areas  that  I  may  be  pro-­‐active  in  increasing  retention  and  achievement  of  pre-­‐health  students.  Whilst  my  results  show  only  a  53%  attempt  of  unit  standards  this  does  not  translate  to  lack  of  success.  5  students  already  had  the  unit  standards  or  equivalent  needed.  2  students  left  due  to  pregnancy  and  3  students  left  for  personal  reasons  impacting  on  their  ability  to  study  at  present.  This  is  an  ongoing  process.  

SCIENCE  SUBJECT  LEADER:  CARMEN  KENTON    Assessment  materials  audit  Assessment  activities  used  continue  to  be  appropriate,  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Through  the  audit  process  which  follows  NZQA  protocols,  activities  are  verified  against  the  indicators  used  by  NZQA  for  external  moderation.      Schemes  and  related  resources    Refer  to  this  section  in  the  biology  review.    Course  outlines  and  practices  follow  the  Hagley  Assessment  Policy.  All  course  outlines  have  main  assessment  points  for  all  NCEA  courses  plus  there  are  assessment  policy  wall  posters  in  each  classroom  for  students  to  refer  to  as  the  year  progresses.    The  Science  Department  Assessment  Policy  tightly  follows  the  school’s  assessment  policy  and  highlights  any  variances  involving  practical/experimental  and  field  trip  assessments  that  are  peculiar  to  the  nature  of  assessment  in  a  science  department.    Effective  moderation  practice  • The  task  is  written  with  up  to  date  knowledge  from  nzqa  website  of  the  standard,  clarifications  document,  suggested  tasks,  and  exemplar  student  work  plus  any  external  moderation  

information  from  the  moderator.  • The  task  is  checked  by  another  staff  member  prior  to  assessment  • All  teachers  make  sure  they  are  delivering  the  task  the  same  way  when  more  than  one  class  is  involved  in  a  standard  by  holding  pre-­‐assessment  meetings  with  all  teachers.  • All  teachers  mark  their  own  classes  work  • A    check  marking  meeting  is  called  of  all  teachers  and  all  borderline  student  grades  are  discussed  (not  a  selection)  and  boundaries  are  set.  • All  teachers  go  and  check  mark  their  own  classes  in  light  of  the  borderline  grade  discussion.  • Papers  are  returned  to  students  and  any  resubmissions  are  allowed  at  this  time.    Resubmissions  are  for  quick  “fix-­‐ups”  and  do  not  require  any  further  teaching  and  will  only  take  the  

student  5-­‐10  min  to  complete.    Resubmissions  on  work  could  be  for  getting  to  A,  M,  or  E  grades;  not  just  for  getting  to  A  grade.  • Grades  are  finalised  for  resubmitted  work.  • All  grades  are  published  on  Kamar.  • Task  and  student  work  is  stored  in  a  filing  cabinet  in  the  department  in  a  plastic  back  that  is  well  labelled  with  year,  standard,  teacher.  • Mock  exams  are  purchased  whenever  possible.    We  purchase  mock  exams  from  NZIC,  NZIP,  CSTA,  BEANZ,  and  Exams4U.    In  all  cases  the  exams  are  written  by  a  person  and  checked  

against  the  standard  and  for  editing  errors  at  a  critiquers  meeting.    When  we  receive  them  we  also  check  them  against  the  standard  and  for  editing  errors.  

Page 99: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

97  

• Mock  exams  are  carried  out  in  exam  conditions  as  the  NZQA  exams;  separate  desks,  no  notes,  no  phones,  silent.  • Mock  exams  are  marked  by  the  teacher  of  the  class  and  then  check  marked  by  another  staff  member  or  by  a  group  of  teachers.      • Grades  are  posted  to  Kamar  in  case  a  student  needs  a  derived  grade.  • Purchased  exams  are  secure  and  schools  are  asked  to  abide  by  the  secure  rules.    This  means  we  hold  all  exam  papers  and  answer  scedules  safe  until  after  1  November  of  the  sale  year.  • After  the  1  November  we  release  the  mock  exam  papers  to  the  students  and  make  the  answer  schedule  available.    This  is  to  help  them  with  their  study  for  NZQA  exams.    All  students  are  

asked  to  keep  their  mock  exam  papers  safe  in  case  they  need  to  apply  for  a  derived  grade.    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Carmen  Kenton  • Science  teachers  meet  regularly,  either  formally  in  a  scheduled  meeting  or  casually  chat  over  coffee  in  the  office,  to  discuss  teaching  and  learning  of  an  approaching  topic  in  an  NCEA  

course.    • The  task  for  NCEA  assessment  is  checked  early  in  the  topic  to  make  sure  it  honours  the  NZ  Curriculum,  fits  the  learning  in  the  topic  or  context,  and  meets  the  national  Achievement  

Standard.  • We  attended  Best  Practice  Workshops  in  Christchurch  whenever  possible.  • Science  teachers  attend  PD  provided    by  the  South  Island  Science  Advisors  whenever  possible.  • Carmen  Kenton  is  a  member  of  the  Canterbury  Science  Teachers’  Association  committee  and  has  discussions  with  HODs  from  other  schools  about  standards.    We  share  external  

moderation  feedback  with  each  other  and  these  share  tasks.  • Many  of  the  science  department  regularly  attend  local  cluster  meetings  in  our  senior  subject  areas  and  so  have  regular  conversations  with  teachers  from  other  schools  around  

assessment.    These  conversations  are  then  bought  back  to  our  science  offie  and  shared  with  each  other.    This  also  provides  us  with  a  collegial  network  of  local  science  teachers  to  call  upon  if  we  are  undecided  about  grade  boundaries  or  are  taking  on  a  new  Achievement  Standard  not  previously  taught  at  our  school.      

• Some  of  our  staff  are  or  have  in  the  past  been  involved  at  nzqa  level  with  national  moderation,  writing  NCEA  exam  papers,  or  marking  NCEA  exam  papers  and  this  increases  our  understanding  of  the  national  standard  and  provides  guidance  for  all  teachers.  

 Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Refer  to  this  section  in  the  biology  review.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  these  subjects.    Indicator  4:  Achievement  data  is  used  to  inform  practice.  

Page 100: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

98  

 

Baseline  data:  11SCEL  students  prior  to  2104  used  US  from  the  189..  series  of  science  unit  standards.    Attempts  at  sitting  internal  level  1  science  standards  met  with  low  achieved  grades  for  a  small  proportion  of  the  class  and  not  achieved  grades  for  the  rest.  

Target:    Our  school  was  MOE  directed  to  attend  PLD  delivered  by  the  science  adviors  to  move  our  teachers  off  relying  on  US  and  only  using  AS.    So  our  target  was  to  give  each  student  in  the  class  a  fair  chance  at  achieving  12  credits  from  AS.    The  target  of  12  credits  was  chosen  because  the  trades  that  require  the  most  science  credits  need  12  and  so  this  target  would  give  the  students  the  best  pathway  choices  at  the  end  of  level  1  NCEA.  

Actions:  Two  staff  members  attended  3  PLD  sessions  during  the  year  with  regional  Science  Advisors.    One  staff  member  (teacher  of  11SCEL)  developed  a  learning  programme  with  Chem1.1  Achievement  standard  as  the  end  assessment  using  a  Chunk-­‐Chew-­‐Check  method  of  learning  and  assessment.  Student  input  into  assessment  template  development  was  sought.  After  chem  1.1  the  teacher  introduced  an  acitivty  that  addressed  fixed  v  growth  mindsets  and  the  idea  of  students  breaking  down  their  barriers  that  society  and  they  put  up  for  themselves.  

Outcomes:  Staff  were  exposed  to  new  ideas  and  discussions  around  ways  of  teaching/learning  and  assessment.    Science  advisors  became  aware  that  the  pilot  study  model,  developed  in  2013  in  decile  10  schools  with  capable  but  internal  pathway  students  ,  and  presented  to  us  was  not  going  to  work  and  so  together  we  came  up  with  a  new  model.  Students  felt  valued  and  their  buy-­‐in  to  the  learning  increased.    Their  trust  of  the  teacher  also  improved  as  their  feedback  was  incorporated  into  the  learning  and  assessment  model  regularly.  20  students  began  the  learning,  3  not  achieved,  11  achieved,  0  merit,  0  excellence,  7  gave  up  because  they  didn’t  think  they  could  do  it.  The  next  assessment,  Sci1.15,  resulted  in  20  starting  the  learning,  5  not  achieved,  11  achieved,  1  merit,  0  excellence,  3  giving  up.    The  last  assessment  was  Sci  1.1,  resulted  in  19  students  beginning  the  learning,  0  not  achieved,  15  achieved,  1  merit,  0  excellence,  3  absent,  0  giving  up.    14/20  students  got  12  NCEA  credits  in  this  class.  

Evaluation:  In  evaluation  of  this  project  was  that  great  pedagogy  will  go  a  some  way  to  helping  students  with  learning  differences  but  addressing  intrenched  thinking  of  fixed  mindsets  and  feelings  of  inadequacy  in  the  students  made  more  difference  to  their  achievement  outcomes.  

Planning  for  follow  on  actions:  The  second  teacher  involved  in  the  2014  PLD  is  the  teacher  of  11SCEL  in  2015  and  is  going  to  implement  the  same  programme  this  year  to  find  out  how  robust  it  is  between  different  cohorts  of  students.  

                               

Page 101: Annual Reporting 2015 : Subject Reviews
Page 102: Annual Reporting 2015 : Subject Reviews

Social SciencesHOD: Greg MortonCLASSICSSubject Leader: Andrew Tebbutt

EARLY CHILDHOOD EDUCATIONSubject Leader: Jenny O’Sullivan

ECONOMICS AND BUSINESS STUDIESSubject Leader: Paul Conner

GEOGRAPHYSubject Leader: Mark van Dyk

HISTORYSubject Leader: Greg Morton

LEGAL STUDIESSubject Leader: Judy Hockley

TOURISM / LEARNING SKILLSSubject Leader: Kim Swann

Page 103: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

101  

SOCIAL  SCIENCES    

CLASSICS    SUBJECT  LEADER:  ANDREW  TEBBUTT      Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  Assessment  materials  are  checked  and  modified  over  the  course  of  the  year  based  on  the  following:  • Close  analysis  of  the  requirements  of  the  standard  informed  by  TIC  prior  involvement  in  external  moderation,  attendance  at  Best  Practice  Workshops  • Student  ability,  engagement  and  goals,  class  culture  • Published  activities  • Practical  factors  such  as  available  resourcing,  time  • Feedback  from  NZQA  and  from  teachers  at  Hagley  and  from  other  schools  • Reflection  on  successes  and  difficulties  from  previous  work  with  students,  student  reflections  and  evaluations  The  preference  is  to  develop  local  materials  that  best  suit  the  interests  and  abilities  of  Hagley  students  and  staff  teaching  the  standards.    Schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment  and  are  available  through  the  Social  Sciences  department  website..    Course  outlines  and  practices    Outlines  include:  • the  internal  and  external  standards  assessed  and  how  these  standards  are  integrated  within  the  programme  • conditions  for  assessment  to  ensure  validity,  authenticity  • opportunity  for  further  assessment  • absences  policy    • appeals  policy      Effective  moderation  practices  At  Levels  1,  2  and  3,  Andrew  relies  on  published  exemplar  and  attendance  at  best  practice  workshops  to  develop  an  understanding  of  the  standard.  Efforts  will  be  made  in  2015  to  seek  out  another  subject  expert  to  co-­‐moderate  materials  with.  If  other  teachers  offer  standards  in  this  subject  area  this  year,  then  the  following  processes  will  be  used:  at  Levels  1,  2  and  3,  teachers  moderate  student  work  samples  with  Andrew  throughout  the  year  for  each  standard  they  offer.  Teachers  are  encouraged  to  submit  this  material  during  the  assessment  process  so  that  any  changes  necessary  can  be  managed  well.  Moderation  tracking  sheets  for  each  teacher  are  maintained  and  copies  of  moderated  work  are  filed.    In  addition,  staff  meet  at  various  points  through  the  year  to  mark  and  discuss  samples  of  work  to  share  and  develop  understanding  of  the  national  standard.    Internal  moderation  processes    

Page 104: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

102  

The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statements:  Andrew  Tebbutt  • Teachers  use  activities  from  the  TKI  website  and  locally  developed  activities,  several  of  which  have  been  approved  by  the  external  moderation  process.    • All  externally  moderated  materials  have  been  retained.  There  is  a  strong  external  moderation  history  from  2006.  Moderation  reports  for  all  standards  selected  confirm  that  activities  and  

assessment  practice  are  consistently  at  the  national  standard.    • Samples  of  work  from  all  assessors  are  checked  by  Andrew  Tebbutt  for  consistency.  These  form  the  basis  for  discussion  on  the  national  standard  where  appropriate.  • Andrew  Tebbutt  will  attend  the  best  practice  workshop  for  2015,  and  connect  to  the  local  Classical  teachers  association  in  order  to  participate  in  moderation  meetings.  • From  2015,  moderating  across  subjects  will  be  implemented  in  the  Social  Sciences  department  to  support  teachers  in  sole-­‐expert  teaching  areas.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    In  2014,  one  teacher  completed  an  inquiry  in  this  subject  area.  Andrew  Tebbutt  investigated  the  impact  of  radical  course  change  on  performance  levels  in  level  three  Classics.  He  achieved  notable  improvements,  and  also  some  shortfalls  indicated  below  in  the  next  section.  This  will  provide  impetus  for  his  2015  inquiry.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Baseline  Data:  13  Classics:  A  careful  analysis  of  2014  achievement  in  Year  13  Classics  has  indicated  both  success  and  some  weakness  in  the  course.  Students  overall  achieved  11.54  credits  per  student,  the  teacher  inquiry  goal  being  to  improve  performance  from  8.7  credits/student  in  2013  to  12  credits/student  (to  allow  students  on  average  to  achieve  L3  NCEA  over  5  subjects).  So  whilst  improvement  was  significant,  the  overall  goal  was  not  met.    Another  way  of  looking  at  the  data  is  as  follows:  13CLS  in  2013  and  2014  2013:  31  enrolled;  14  achieved  0-­‐credits  (45%);  6  gained  14+  credits  (19.4%)  2014:  33  enrolled;  7  achieved  0-­‐credits  (21%);  11  gained  14+  credits  (33.3%)  On  both  measures,  there  has  been  substantial  improvement  in  performance  in  Year  13  Classics  from  2013-­‐2014.  However,  there  is  still  room  for  improvement.  A  small  group  of  students  did  not  pass  the  single  external  standard  offered  course,  required  in  Classics  if  it  is  to  be  counted  as  an  approved  subject  for  UE.  For  two  students,  this  was  the  only  barrier  to  their  achieving  UE.  Andrew  had  concentrated  on  one  standard  to  specialise  the  course  and  maximise  the  chance  to  practice  and  develop  the  appropriate  knowledge  and  skills.    Actions:  For  2015,  a  second  external  and  further  exam  preparation  strategies  will  be  introduced.  This  will  decrease  reliance  on  the  one  external  being  accessible,  and  should  increase  external  participation  given  that  there  will  be  more  choice.  

Page 105: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

103  

 Baseline  Data:  Classics  in  11  History:  Classics  is  currently  offered  in  11  and  12  History  as  a  core  component,  with  2  internal  standards  in  each  class.  A  basic  comparison  of  achievement  in  11  History  with  history  standards  is  instructive:     Results   Standards   Results/Std  (average)  

11  History-­‐  History   84   3   28  11  History-­‐  Classics   41   2   20.5  

 There  is  less  success  with  the  classics  standards.  Possible  reasons:  • timing  in  year  (T3)  • length  of  time  available  (1  term;  history  has  2  terms)  • complexity  of  context  • difficulty  of  standards    Actions:  Revisions  to  the  activities,  and  an  increase  in  time  allocated  will  be  trialled  for  2015  to  see  if  this  improves  success.  The  plan  for  2016  is  to  write  a  full  classics  course  to  replace  one  of  the  11  History  courses,  pending  approval.    

EARLY  CHILDHOOD  EDUCATION  SUBJECT  LEADER:  JENNY  O’SULLIVAN    Indicator  1:  Quality  teaching,  learning  and  assessment  materials  and  procedures  are  used  in  programmes  at  all  levels.    Assessment  materials  audit  An  internal  moderation  checklist  indicating  when  units  have  been  internally  moderated  is  kept  on  file  in  Room  309.  Units  are  adapted  to  reflect  internal  moderation.  All  units  have  been  adapted  to  reflect  advice  from  moderator’s  reports.  All  activities  used  in  level  1  to  level  6  ECE  have  been  checked  against  the  items  and  assess  accurately  against  national  standards.  ECE  teachers  work  in  a  collaborative  way  that  demonstrates  the  value  they  place  on  the  importance  of  a  team  approach  in  delivery  of  the  National  Certificate  Full  time  Course.  The  majority  of  units  used  at  all  levels  in  ECE  are  Hagley  activities.  One  commercial  unit  (10017  Resources    )  is  used  at  year  12  and  Plunkets  Tots  and  Toddlers  is  used  in  year  11  .As  best  practice  a  writing  party  when  reviewing  standards  was  the  best  approach.Included  Celia  King  TIC  Jenny  O’Sullivan,  Liz  Bowley  and  Brenda  Miller  Hagley    ECE  teachers  acknowledge  the  work  of  our  Advisory  Group  who    assisted  and  advised  us.  Teachers  within  the  area  meet  regularly  to  moderate  each  other’s  units.      Schemes  and  related  resources  Level  3  ECE  Course  scheme  has  been  updated  to  incorporate  level  3  Cultural  Geography  delivery  in  2014  as  part  of  the  course.  All  standards  to  be  used  on  course  in  2015  are  completed  and  have  been  updated  to  reflect  improvements  from  delivery  in  2014.  ECE  teachers  acknowledge  assistance  of      HOD  Social  Science  Greg  Morton  for  writing    and  providing    (level  3  history  and  Geography  units)  and  Mark  Van  Dyk  TIC  Geography  for  guidance  and  assistance  with  Geography  units)  that  have  been  incorporated  into  the  course.  In  11Chi  ,12Chi  and  13Chi,  new  units  have  replaced  expiring  units  and  are  aligned  to  the  New  Zealand  Curriculum  that  reflects  best  practice  in  teaching,  learning  and  assessment.    

Page 106: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

104  

Course  outlines  and  practices    At  the  start  of  the  year,  students  in  Year  11,  12  and  13  Child  and  Family  Studies  receive  a  course  outline  and  students  in  the  ECE  package  course  are  given  a  very  comprehensive  course  booklet(copies  on  Hagley  Sharepoint    Web)  both  of  which  include:  • the  internal  and  external  standards  assessed  in  each  subject  and  how  these  standards  are  integrated  within  the  programme  • conditions  for  assessment  to  ensure  validity,  authenticity      • an  opportunity  for  further  assessment  • absences  policy    • appeals  policy  • live  reporting  of  assessment  results  policy    Effective  moderation  practice  All  ECE  programmes  focus  on  effective  learning  to  help  students  develop  skills  and  knowledge  in  Early  Childhood  Education  and  Care.  Practicums  and  sessions  with  young  children  help  students  put  theory  into  practice  and  reinforce  items  for  assessment.  In  the  package  course  all  the  units  that  the  teachers  are  taking  complement  each  other.  For  example  each  module  all  teachers  are  focusing  on  the  same  conceptual  strands  .The  standards  offered  at  all  levels  work  well  together  to  create  coherent  programmes.  The  units  delivered  in  Year  11  and  Year  12  (Levels  1  and  2)  form  effective  stepping  stones  for  the  knowledge  and  skills  required  to  help  form  a  solid  base  for  managing  the  National  Certificate  in  level  3  ECE  course,  as  does  level  2  English.  The  standards  selected  are  appropriate  for  the  students  in  each  class.  The  programmes  offer  everyone  opportunities  for  success  in  as  many  standards  as  possible.  In  2014  introduction  of  cross  curricular  Level  1  and  2  literacy  standards,  as  part  of  whole  school  initiative.      The  collection  of  assessment  evidence  takes  place  over  time  for  identified  units  that  are  best  suited  to  this  method  and  students  individual  learning.  Hosting  arrangements  are  in  place  with  Gateway  and  ECE  teachers.  Where  more  than  one  teacher  assesses  the  same  standard    consistency  is  ensured  by  internal  moderation  of  each  teacher’s  class  assessments  .  Each  teacher  verifies  that  student  work  is  assessed  at  a  standard  consistent  with  national  levels  for  each  internal  standard  offered.  Benchmark  work  assessed  and  discussed  at  meetings  and  retained  for  future  reference.  In  2014  and  again  in  2015  11  CHI  and  11  FOU  classes    both    assessed  1  achievement  standard  the  same  to  avoid  disadvantaging  any  students  and  avoid  students  disengaging  if  they  have  already  worked  on  this  assessment  and  gained  the  standard.  The  5  students  in  2014  and  3  students  in  2015  doing  both  11CHI  and  11FOU  will  be  offered  a  level  2  ECE  Unit  in  11CHI  so  they  can  complete  the  shared  unit  in  their  11FOU  Class.This  has  been  explained  in  writing  to  students  and  provides  an  opportunity  for  these    students  to  be  extended  in  the  same  topic  [meals  for  a  child]  and  gain  4  level  2  credits  and  the  shared  unit    Internal  moderation  processes    The  teachers  in  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  ECE  Teachers    The  teachers  responsible  for  Early  Childhood  Education  and  Child  and  Family  Studies  stays  informed  about  assessment  through:  • All  moderated  materials  and  student  work  have  been  retained  and  referred  to.Changes  from  external  moderators  reports  are  promptly  made  when  required.Central  file  in  room  309  has  been  

established  for  all  3  levels  to  archive  assessment  material.  This  includes  assessed  work  activities,  and  both  internal  and  external  moderation  reports.  

Page 107: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

105  

• Regular  advisory  meetings  held  next  meeting  scheduled  for  Monday  30th  March  2015.    • Feedback  is  given  within  the  department  as  required.  Regular  meetings  within  social  science  department.    Reference  is  made  to  assessment  specialists  such  as  Brenda  Miller  • Teachers  within  the  area  meet  regularly  to  moderate  each  other’s  units.  Brenda  Miller    was  employed  to  assist  with  re  writing    new    units  in  2012  .Regular    Cluster  audit  review  of      units  is  carried  

out.  Work  was  thoroughly  looked  at  and  amendments  made  where  agreed  upon.  Clarity  was  sought  from  NZQA  where  units  were  poorly  defined.  • In  2013  ECE  teachers  took  opportunities  to  ask  questions  from  NZQA  ECE  moderator  for  new  standards  written.  • Networking  ,  supervising  staff  at  on  site  preschool  • Specialist  guest  speakers  [eg  home  based  care,  special  needs,  Plunket]  • ECE  Teachers  members  of  Subject  Association  Child  Forum  .  Weekly  ECE  updates  and  information  • Cross  referencing  each  unit  for  consistency  has  been  undertaken  when  more  than  one  teacher  is  delivering  the  unit.  • Subscriptions  to  professional  journals.  • Individual  responsibility  and  having  ongoing  personnel    passion  and  commitment  to  keeping  informed  

Early  Childhood  Education:  external  moderation  has  been  100%  in  agreement  in  the  past  three  years.    

Home  and  Life  Science:  follow  up  from  External  Moderation  2014  Report  on  Achievement  Standard  91468  V1  Home  and  Life  Sciences  (2013  student  work):  Steps  taken  in  2014  and  in  the  future  regarding  this  standard  being  assessed  consistently  at  the  national  standard:  • After  careful  consideration  of  the  report  and  students  work  an  appeal  and  clarification  was  submitted.  This  reflected  our  acceptance  of  the  majority  of  the  report  and  willingness  for  

clarity.  Result  from  this  was  the  2014  Moderation  Report  was  updated.  The  moderation  results  were  not  altered.  • Applied  moderation  feedback  in  our  assessing  of  this  standard  during  2014.  • Applied  an  external  cluster  group  moderation  process  to  assess  work  in  2014  reflecting  feedback  from  moderation.  The  other  teacher  using  the  same  standard  at  Hagley  was  part  of  this  

external  cluster  group  and  was  informed  of  the  steps  taken.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    A  summary  of  projects  completed  by  teachers  in  ECE:  Jenny  O’Sullivan:  how  might  the  use  of  the  theme  "  Empowering  The  Childcare  Worker"  allow  cohesion  in  the  course,  this  supporting  retention  and  achievement.  For  full  report  please  see  sharepoint  site.  Celia  King:  investigating  how  the  introduction  of  homework  tasks  which  require  parent/  student  engagement  might  improve  achievement  in  Year  10  Social  Studies.  For  full  report  please  see  sharepoint  site.  Elizabeth  Bowley:  implementing  a  compliment  strategy  in  the  class  environment  that  could  enable    students  to  feel  comfortable  using  this  strategy  with  children  particularly  with  difficult  behaviour  .  For  full  report  please  see  sharepoint.  Barbara  Verity:  looking  at  the  impact  of  class  environment  on  student  learning.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    

Page 108: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

106  

Baseline  data  and  target:  Results  in  several  senior  classes  indicate  that  strategies  are  working  well.  Decided  a  focus  would  be  12CHI  where  it  was  thought  some  ground  could  be  gained  in  both  results  and  retaining  students  

Actions:  Ways  to  improve  student  credit  totals  in  Year  12  Child  and  Family:  2014  student  totals  have  been  reviewed  and  the  following  strategies  have  been  implemented  as  well  as  considered  in  order  to  try  to  improve  2015  results  at  this  level.  

• Year  12  recognition  awards  to  help  motivation  and  give    more  incentive  to  achieve.    Introduction  of  units  from  other  subject  areas  that  also  can  lead  themselves  to  child  and  family  topics.  Students  shall  have  the  opportunity  to  complete  a  History  Achievement  standard  with  5  credits  attached.  If  they  do  succeed  then  a  larger  number  of  credits  are  gained  in  the  one  unit.The  hope  that  this  shall  help  them  gain  success  early.  

• Introduction  of  a  new  Home  Economics  Achievement  standard  that  is  a  natural  progression  from  the  skills  and  knowledge  gained  in  level  1  child  and  family  studies  where  the  same  students  were  successful.  It  is  hoped  this  will  again  appeal  to  the  students  who  may  see  links  and  connections  and  have  prior  knowledge  in  this  area  from  level  1.  

• Order  of  unit  delivery  changed  including  teacher  is  trialling  breaking  the  units  into  smaller  assessment  pieces.  Keeping  the  class  together  and  reviewing  the  order  each  element  is  completed  in.  Trying  to  pick  the  easier  parts  of  the  assessment  before  beginning  the  more  challenging  sections.  

• Working  on  using  group  work  for  the  research  requirements  so  that  students  can  buddy  up  and  keep  each  other  on  task.  Some  students  slow  to  settle  but  when  placed  with  those  who  are  working  it  is  helping  to  get  a  better  group  output.  Also  helping  with  shared  laptops  as  Teacher  finds  they  focus  more  often  on  the  research  topic  rather  than  internet  sites  not  related  to  topics.  

• Field  trips  to  reward  when  term’s  work  completed  and  to  allow  students  to  review  their  progress  and  can  feedback  on  different  ways  of  achieving  more  credits.  Outcomes:  An  increased  percentage  of  students  gaining  level  2  credits  in  this  subject.  Students  maintaining  a  stong  interest  in  this  subject.  Evaluation:  In  2014,  the    teacher  in  12chi    noticed  and  reported  to  TIC  ECE  their  students  lacking  in  motivation  in  the  subject.The  results  reflected  this  .  It  was  noticed  that  group  work  for  research  requirements  and    buddying  up    to  keep  each  other  on  task  was  useful.  Some  students  slow  to  settle  but  when  placed  with  those  who  are  working  it  is  helping  to  get  a  better  group  output.  Also  helping  with  shared  laptops  as  the  teacher  finds  they  focus  more  often  on  the  research  topic  rather  than  internet  sites  not  related  to  topics.    In  2015,  we  hope  that  the  trend  will  be  an  increase  in  motivation  and  enthusiasm  for  the  subject.  

Planning  for  follow  on  actions:  Successful  formula  in  13ECE  full  time  course  (Ref  Jenny  O’Sullivan  inquiry  2013  and  2014  share  point  in  terms  of  strategies  used  and  results.  The  strategy  is  being  sustained  for  the  future  and  also  extended  to  focus  on  reviewing  the  achievement  standards  used  in  this  course  for  ongoing  improvements  in  delivery  and  order  of  delivery.  

ECONOMICS  AND  BUSINESS  STUDIES  

SUBJECT  LEADER:  PAUL  CONNER    Indicator  1:  Quality  assessment  materials  are  used.    Assessment  materials  audit  has  been  completed  for  this  subject.    Schemes  and  related  resources  All  schemes  have  been  updated  for  2014  and  are  aligned  with  the  new  curriculum  reflecting  the  Hagley  best  practice  model  for  all  levels.    Course  outlines  and  practices    All  courses  have  been  updated  and  reflect  the  Hagley  Assessment  Policy.  Year  11  –  13  course  outlines  in  Economics  and  Business  Studies  include  the  following:  • The  internal  and  external  standards  assessed  and  how  these  standards  are  integrated  in  the  programme  

Page 109: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

107  

• Conditions  for  assessment  to  ensure  validity  • Opportunities  if  appropriate  or  applicable  for  reassessment.  • Absences  policy  • Appeals  policy  • Student  consent  to  assessment  procedures  and  course  content    Effective  moderation  practice  At  levels  1,  2  and  3  student  work  moderated  and  compared  to  work/material  moderated  from  previous  years.  Where  needed  or  applicable  joint  marking  with  colleagues  from  other  schools  is  used  especially  when  borderline  or  questionable  marks  are  given.  Consultation  with  Tic-­‐H'sia  How  who  also  teaches  and  is  trained  in  the  subject  areas  ensures  standardisation  of  marks.    Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Paul  Conner  The  teacher  responsible  for  Economics  and  Business  Studies  stays  informed  about  assessment  through:  • NZQA  and  TKI  materials  are  viewed:  comparison  with  TKI  assessment  tasks,  where  relevant,  provides  relevant  material.  Own  materials  for  Achievement  standards  are  then  created.    • All  moderated  materials  and  student  work  over  the  last  3  years  of    NCEA  have  been  retained  and  referred  to.    • Contact  has  also  been  sought  and  made  outside  Hagley  for  feedback  and  advice.  Regular  attendance  at  NZCETA  meetings  and  the  NZCETA  newsletter  provide  relevant  information  for  

discussion  about  NCEA.  There  is  also  informal  arrangement  with  a  HOD  economics  teacher  from  another  school  for  discussion  and  guidance.  • Where  applicable  staff  in  the  department  interact  together  to  ensure  that  Modeartion  standards  are  met  and  where  issues  arrive  they  work  together  to  ensure  national  standards  are  

met.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Encouraging  risk  taking  in  the  classroom.  How  I  could  develop  a  learning  environment  in  my  business  classes  where  students  would  feel  willing  to  interact  fully  in  all  discussion  to  the  betterment  of  their  learning.  I’ve  found  that  students  are  more  reluctant  to  contribute  in  the  business  classes  during  discussions  compared  to  students  in  my  economics  classes.  I  wanted  to  encourage  academic  risk  taking.  The  class  I  decided  to  focus  on  was  13MMK  but  I  did  the  same  roll  out  with  my  combined  class  of  11ENT  and  12BES.  This  was  to  correct  a  problem  that  I  saw  in  each  of  my  classes,  where  one  or  two  students  were  more  than  willing  to  engage  and  contribute  while  others  were  happy  to  remain  silent.    With  emphasis  on  getting  students  to  think  more  about  their  growth  and  the  need  to  contribute  I  set  about  encouraging  more  participation  in  the  classroom  and  academic  risk  taking.  As  the  year  progressed  the  students  developed  a  greater  vocabulary  in  the  subject  and  this  helped  them  to  contribute.      

Page 110: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

108  

Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.          Indicator  4:  Achievement  data  is  used  to  inform  practice.    

Baseline  data:    Results  in  12BES,  13ECO  and  13MMK  indicate  that  a  low  percentage  of  students  are  managing  to  acquire  a  reasonable  amount  of  credits  for  their  years’  work  in  these  subjects.  

Target:  To  engage  students  more  fully  in  the  program  we  need  to  adjust  the  timing  of  internal  assessment  to  give  opportunity  to  have  success  early  on  in  the  year  

Actions:  With  all  three  of  these  classes  mention  above,  both  teachers  tresposible  for  them  have  changed  their  teaching  to  incorporate  internal  assessment  in  the  front  part  of  the  year.  Outcomes:  An  increased  percentage  of  students  gaining  credits  in  the  beginning  of  the  year  which  should  lead  to  better  retention  and  commitment  for  the  whole  year  Evaluation:  In  2015,  we  hope  that  the  trend  will  be  for  students  to  reach  the  expected  standard  of  credit  accumulation.  Planning  for  follow  on  actions:  Both  teachers  in  the  subject  area  will  meet  regularly  over  2015  to  ensure  the  aims  are  met  and  then  will  review  data  at  the  end  of  the  year  to  gage  success.  

GEOGRAPHY  SUBJECT  LEADER:  MARK  VAN  DYK    Indicator  1:  Quality  assessment  materials  are  used.    Assessment  materials  audit    Most  of  the  internal  assessment  activities  in  Geography  have  been  obtained  from  the  TKI  website  and  have  been  checked  against  the  most  recent  version  of  the  standard.  Other  assessment  activities  have  been  obtained  from  commercial  companies  and  have  gone  through  a  moderating  process.  Where  applicable,  modifications  have  been  made  by  me  to  these  standards  to  ensure  authenticity  of  student  work:  eg:  changing  the  case  studies  for  assessment  so  that  students  cannot  access  model  answers  from  the  website.  Other  modifications  have  been  made  so  that  the  case  studies  for  student  work  comes  from  the  local  and  surrounding  area  and  therefore  the  content  is  specific  to  that  area.  Any  feedback/advice  from  the  moderator  is  acted  upon  and  changes  made  to  the  assessments/teaching  as  is  appropriate.  Attending  workshops  and  courses  on  assessment  and  planning  activities,  as  well  as  belonging  to  Geography  Teachers  Association  and  building  up  a  network  of  contacts  from  other  schools  have  acted  as  another  source  of  clarification  and  advice.  These  formal  and  informal  approaches  have  been  of  great  value  for  me  as  the  sole  teacher  of  geography.    Schemes  and  related  resources  are  complete  and  in  place  for  programmes  from  Years  9  to  13.  All  schemes  and  realated  resources  can  be  found  in  my  office  (205)  or  in  my  room  (201).  Some  of  this  has  been  loaded  onto  the  Hagley  Social  Science  web  site.  All  materials  are  aligned  to  The  New  Zealand  Curriculum  and  follow  the  best  teaching,  learning  and  assessment.    Course  outlines  and  practices    The  Geography  course  outlines  and  practices  for  Years  11,  12  and  13  follow  the  Hagley  Assessment  Policy.    Effective  moderation  practice  

Page 111: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

109  

Within  Geography  at  Hagley,  moderation  takes  places  at  2  levels.  The  first  is  the  formal  level  where  student  work  is  sent  away  for  moderation  by  NZQA,  This  has  been  an  important  source  of  feedback  for  me  and  given  me  clarification  on  some  specific  aspects  of  the  assessments.  The  second  level  is  more  informal  and  is  done  though  contacts  at  other  schools.  Last  year’s  moderation  results  shows  that  almost  all  of  the  grades  that  I  gave  were  in  agreement  with  the  moderators  grades.  One  of  the  standards  sent  away  for  moderation  will  need  to  have  some  minor  modifications  made  to  it  and  the  comments  of  the  moderator  were  very  helpful  for  making  the  appropriate  changes.  Last  year  I  sent  in  student  work  for  moderation    from  classes  that  came  from  a  range  of  classes  ie  the  student  work  selected  was  not  just  from  my  class.    Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Mark  Van  Dyk  There  are  a  number  of  ways  that  I  have  endeavoured  to  maintain  competent  assessor  status:  • Have  previously  worked  as  an  external  marker  at  all  levels  • Attending  courses  and  conferences  throughout  the  year  • Membership  of  C.G.T.A.  which  allows  me  to  keep  in  touch  with  other  Geography  teachers  of  Geography  • Having  contact  with  the  Geography  teachers  at  CBHS  and  St.  Bedes.  They  have  been  very  helpful  with  checking  my  marking  when  I  may  be  in  doubt  over  the  final  grade  • Seeking  advice  from  within  the  department  and  also  from  other  teachers  from  other  subjects  • Regularly  referring  to  the  NZQA  and  TKI  websites  • As  mentioned  previously,  last  years  moderation  results  were  returned  with  a  16  out  of  19  agreement,  which  shows  that  I  am  marking  to  the  right  level.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Mark  Van  Dyk  The  focus  for  my  inquiry  project  was  on  improving  student  essay/paragraph  writing  skills  and  improving  student  confidence  in  their  ability  to  sit  the  external  exams.  This  has  carried  on  into  2015  as  I  now  have  a  new  target  group.  I  found  that  students  benefited  from  explicit  teaching  of  how  to  write  a  geography  essay,  and  this  had  to  be  repeated  throughout  the  year.  One  of  the  courses  I  attended  last  year  was  on  how  to  improve  student  written  responses  in  Geography  and  this  gave  me  new  ideas  and  approaches  to  use  in  my  subject.  Some  of  the  students  are  now  feeling  more  confident  about  writing  paragraphs  and  essays.  This  year  I  have  identified  a  small  group  of  students  from  my  year  9  social  studies  class  as  my  target  group.  There  are  also  some  students  with  literacy  problems  in  my  year  11  geography  class.  As  a  result  I  now  have  a  teacher  aide  to  assist  these  students  once  a  week.    Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.      Indicator  4:  Achievement  data  is  used  to  inform  practice.    

Page 112: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

110  

From  examining  the  NCEA  results  from  2014  there  seemed  to  be  a  clear  link  between  attendance  and  achievement,  and  this  could  be  found  at  all  levels  in  the  Geography  classes.  I  also  noted  that  there  were  some  exceptions,  where  a  small  handful  of  students  had  quite  a  good  attendance  record  yet  they  were  still  not  achieving  a  good  number  of  credits  in  Geography.  By  “a  good  number”  I  looked  at  those  who  got  12  credits  or  more/less  (14  for  level  3).  For  those  that  had  a  good  attendance  but  poor  results,  there  was  a  clear  link  to  completing  all  4  internal  standards  for  Geography  at  each  level.  Students  who  do  only  1  or  2  internal  standards  are  more  likely  to  get  fewer  than  12  credits  even  if  they  pass  2  of  the  3  externals.  I  also  went  through  the  classes  and  compared  their  attendance  record  for  the  year.  • At  level  1,  apart  from  those  who  left  part  way  through  the  year,  of  those  who  got  less  than  12  credits,  only  3  had  an  attendance  of  over  70%  for  the  year,  and  those  3  did  not  complete  all  

the  internals.  • At  level  2,  there  was  1  student  (he  got  11  credits)    who  got  less  than  12  credits  and  an  attendance  of  over  70%  • At  level  3,  there  were  3  students  who  had  a  good  attendance  but  less  than  12  credits;  1  had  11,  1  had  10  and  the  third  got  8  credits  from  the  only  2  Geography  standards  that  she  was  

going  to  complete.  The  rest  of  the  students  who  got  less  than  12  credits  had  less  than  50%  attendance.    The  issue  now  is  to  try  and  get  the  students  with  a  good  attendance  to  complete  all  internal  assessments.  This  may  involve  a  longer  time  frame  allowed  for  completing  all  standards,  which  will  then  impact  on  the  amount  of  time  given  to  covering  content  for  the  external  standards.  Time  is  also  given  in  the  fourth  term  for  completion  of  standards  that  students  may  have  missed  earlier  in  the  year.  I  try  to  complete  all  the  course  work  by  the  end  of  term  3,  so  that  term  4  is  used  for  exam  preparation  and  catching  up  on  any  standards  not  completed.  I  also  have  “checkpoints”  throughout  the  year  where  I  discuss  with  each  student  their  achievement  to  date  and  what  their  plans  and  goals  are,  and  therefore  how  many  credits  they  need  to  get  in  Geography  and  in  their  course  in  general.  Time  will  also  be  given  to  explaining,  very  clearly,  the  link  between  attendance,  achieving  well  in  class  (ie.  getting  enough  credits)  and  completing  all  the  internal  standards  in  Geography.  The  goal,  this  year,  is  to  get  the  students  to  complete  all  internal  standards.    

HISTORY  STUDIES    

SUBJECT  LEADER:  GREG  MORTON    Indicator  1:  Quality  assessment  materials  are  used.    The  assessment  activities  used  are  appropriate  and  fair  and  offer  valid,  accurate  assessment  opportunities  against  national  standards.  Evidence:  Tasks  consist  of  a. Achievement  Standard  Title  b. Standard  Number  c. Version  d. Source:  Amended  TKI/MOE  tasks  written  by  subject  leader    or  tasks  designed  by  Year  11  teacher:  a  Media  Studies  moderator  

Materials  validly  assess  the  standard  1. Instructions  state  standard  number  and  version:  provide  a  title,  level  and  state  number  of  credits.  Where  appropriate  elements  are  numbered.  2. The  language  and  explanations  used  in  the  task  is  clear.  3. The  task  is  set  at  the  appropriate  level.  4. The  task  allows  students  to  achieve  all  elements  of  the  task,  and  to  achieve  across  all  three  grade  criteria.  

Page 113: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

111  

5. The  instructions  are  consistent  throughout  the  task,  and  the  assessment  schedule  meets  the  requirements  of  the  subject  standard.  6. Evidence  statements  are  either  those  used  in  the  approved  TKI/MOE  tasks  or  are  examples  from  students  who  have  previously  attempted  the  task  and  achieved  at  the  appropriate  level.  7. The  task  is  constantly  reviewed,  and  issues  identified  internally  or  externally  immediately  acted  on.  Advice  or  modifications  occur  in  the  year  they  were  identified.  

Materials  check;  moderation  practice  1. The  same  task  format  is  used  for  each  assignment  given  to  students.  2. The  format  consists  of  a  page  1  title  page  which  fully  describes  the  standard  and  a  page  2  outline  of  Department  assessment  guidelines.  These  guidelines  cover  authenticity,  due  dates  for  

the  task,  special  notes,  reassessment  statements,  and  task  specific  details.  3. To  ensure  consistency,  the  task  writer  who  has  writing/designing  tasks  expertise  is  the  internal  moderator  of  all  teachers  using  his  tasks.  He  will  only  internally  moderate  tasks  if  they  are  

his  work,  are  an  amended  or  original  TKI/MOE  approved  subject  task  or  were  written  by  the  Year  11  History  teacher,  also  a  proven  expert.  

Course  Outlines  1. Schemes  and  related  resources  are  complete,  and  are  available  to  all  staff  teaching  this  subject  through  the  subject  website.  The  standards,  tasks  and  contexts  form  modules  of  work  

which  collectively  are  presented  as  a  themed  course  at  each  level.  Conflict  (L1):  Across  the  Ages  (L2):  Collateral  Damage  (L3)  2. Each  module  of  work  is  effectively  the  time  devoted  to  a  task  and  module  end  is  when  the  task  should  be  submitted  for  marking.    3. Tasks  are  flagged  if  they  will  occur  only  once  in  a  year.  This  occurs  only  with  the  large  research  standards.  

Authenticity  1. Requirements  written  on  each  internal  task  hand-­‐out    2. External  “mock  exam  papers”  will  be  original,  NZHTA  papers,  or  composites  of  past  NZQA  papers.  

Moderation  Arrangements  Teachers  with  Assessment  expertise  in  a  subject  1. Teachers  with  assessment  expertise  are  designated  for  each  set  of  subject  standards  used  within  the  College.  One  teacher:  the  task  writer  moderates  all  work  based  on  tasks  written  by  

him.  He  fully  understands  each  task  he  created  and  can  give  both  advice  in  how  to  teach  to  the  task  and  how  to  mark  the  task  based  on  experiences  from  his  own  classes.  This  notion  is  central  to  internal  moderation  in  this  subject  and  ensures  that  assessment  is  valid  and  at  the  national  standard.  

2. Internal  moderation  of  his  own  task  work  occurs  using  History  colleagues.  

Page 114: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

112  

Moderation  arrangements  across  teachers/subjects  1. Teachers  use  the  Expertise  teacher’s  tasks  to  ensure  consistency,  reliability  and  credibility.  2. Samples  of  work  will  be  verified.  3. In  a  special  situation  where  a  teacher  does  not  want  to  use  a  ‘expert’s  task’  then  the  task  that  replaces  it  must  be  an  approved  TKI/MOE  task,  amended  TKI  task  or  task  of  the  Year  11  

teacher  who  is  a  Media  Studies  moderator.  If  this  does  not  occur  the  expert  will  not  moderate  the  work.  4. Where  an  expert  from  one  subject  writes  a  task  in  another  subject  area  he/she  will  keep  the  subject  leader  in  the  loop  as  the  work  progresses  and  will  moderate  work  presented  with  

them.  5. To  ensure  consistency  teachers  in  this  subject  only  share  standard  tasks  within  the  Department.  

Sole  Assessor  1. Sole  assessors  use  methods  listed  under  ‘maintaining  competent  status’  to  ensure  work  meets  national  standards  guidelines.  2. Verification  occurs  using  the  Department  buddy  system,  outside  contact,  or  linking  with  the  assessment  experts  in  the  Department.  

Moderation  within  large  subjects  1. Sample  checking  by  designated  teacher  with  assessment  expertise  

Assurance  Procedures  1. Sampling  of  assessment  work  at  three  points  across  the  year.  One  external:  two  internal.  This  was  completed  in  2014.    Authenticity  of  Work  1. Meets  College  Assessment  and  task  requirements  

Opportunities  for  Further  Assessment  1. Details  are  stated  in  each  task  under  guidelines  2. Tasks  are  flagged  as  once  only  or  unflagged.  3. Unflagged  tasks  may  be  attempted  again  but  with  new  content  and  same  deadline  length.    4. Tasks  are  taught  in  a  module  system  where  task;  context:  skills  and  advice  are  integrated.  Under  this  system  the  student  acts  immediately  on  knowledge,  skills  and  advice  and  is  rewarded  

with  success.  

Absences  Meets  Assessment  Policy  guidelines  

Storage  Procedures  Meets  Assessment  Policy  guidelines  

Page 115: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

113  

General  Meets  Assessment  Policy  guidelines  

Internal  moderation  processes    The  teacher  sin  this  subject  have  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Maintaining  Competent  Assessor  Status  1. Emphasis  in  this  subject  is  placed  on  the  quality  and  interest  level  of  each  task.  This  engenders  engagement  from  students  and  increases  academic  success  and  task  completion.  Our  task  

writers  have  proven  credibility  in  this  area,  and  in  our  case  are  proven  in  ‘out  of  school’  writing  situations  as  well.    They  are  national/international  writers  in  a  variety  of  fields  or  moderators.  Work  to  our  strengths  and  ‘keep  writing  great  tasks’  is  our  most  important  technique  and  high  student  enrolment  and  academic  success  proves  the  system  works.  

2. By  placing  our  faith  in  experts  who  over  a  period  of  time  have  shown  they  have  a  track  history  of  well  written,  engaging  tasks  that  have  fared  well  in  external  moderation.  Even  when  a  task  needs  modification  moderators  have  often  commented  on  the  quality  of  the  activity  presented  to  students  and  its  innovation.  External  moderation  comments  are  acted  on  as  ‘useful  advice’  rather  than  ‘critical  analysis’.  In  this  subject  the  views  of  the  students  towards  a  task  are  as  important  as  the  comments  of  the  moderators  as  no  students/no  class.  

3. Amending  approved  TKI/MOE  tasks  to  ensure  tasks  are  meeting  high  standards.  4. Referring  to  nationally  published  activities,  exemplars  and  NZQA  publications  such  as  National  Moderator’s  reports  5. Seeking  verification  from  NZHTA  and  colleagues  6. Developing  a  strong  archive  of  past  assessment  materials    7. Using  the  NZHTA  holistic  marking  external  schedule  to  aid  in  the  awarding  of  low  and  high  grades.  

Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    2014  teaching  inquiry  project  reports:  a  summary  of  projects  completed  by  teachers  in  this  subject.  Project  1:  Subject  Leader  Focus  for  Inquiry      =  Meaningful  education  for  habitual  late  comers  to  class  or  sporadically  absent  attenders.  Based  on  25  teaching  experience  at  Hagley  College:  2013  Inquiry  Project;  visual  education  ideas  of  Andre  Agassi;  visible  Learning  and  the  Science  of  How  We  Learn:  John  Hattie  and  Gregory  Yates;  American  Psychological  Association:  How  Do  I  get  My  Students  Over  Their  Alternative  Conceptions  (Misconceptions)  for  Learning  Nature  of  This  Inquiry:  ‘Reflection  in  Action’  :  Reflection  in  Action  is  described  as  “the  process  of  drawing  on  knowledge  to  make  spontaneous  decisions  about  events  that  happen.”1  It  involves  inner  dialogue  about  teaching  practice,  and  this  self-­‐talk  is  a  “cognitive  tool  the  individual  uses  to  reach  a  solution”.  Features  include:  1. The  identification  of  a  problem  of  practice    2. Thinking  what  might  be  done  to  address  it:  based  on  research  and  past  experience  

 

Page 116: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

114  

3. Prioritising  approaches  that  might  work,  have  worked  before,  or  show  potential  4. Evaluating  the  effectiveness  of  the  approach:  analysing  data  5. Readjusting  or  tweaking  the  approach  over  time  

“ERO  considers  that  using  reflection  in  action  represents  the  most  advanced  phase  in  the  development  of  inquiry  as  a  way  of  operating  in  New  Zealand  classrooms.  Over  time,  and  with  good  support  from  leaders,  reflection  in  action  could  become  the  norm  in  New  Zealand  classrooms  thereby  leading  to  more  responsive  and  successful  teaching  and  learning.”      The  identification  of  a  problem  of  practice:  Case  Study  Group:  12  History:  2014  • Class  Size:  February:  28:  On  time:  10  (64%  of  class  arrive  late  or  are  absent  from  a  class  session)  • Class  Size:  October:  17:    On  time  7  (58%  of  class  arrive  late  or  are  absent  from  a  class  session)  Inquiry  Questions:    1. How  do  I  teach  content  and  present  academic  tasks  to  students  who  are  absent  that  session,  or  arrive  consistently  late?    2. How  do  I  provide  meaningful  lessons  to  absent    or  late  arriving  students  so  they  have  a  realistic  chance  of  achieving  academic  success?  The  senior  class  attendance  pattern  above  is  one  I  have  observed  over  a  number  of  years  at  year  12  and  13,  and  seen  mirrored  in  other  classes  and  subjects.  There  has  been  little  change  in  the  pattern  at  the  student  end  of  the  problem  so  change  needed  to  occur  at  my  end  of  the  issue.    

Project  2:  Year  11  Teacher  Section  A:  The  Issue:  Reportedly  poor  achievement  in  Year  13  classics.  Alice  Flett  (13CLS  previous  teacher)  was  vocal  in  her  disappointment  of  her  year  13’s  assessment  performance  in  2013.  I  wanted  to  see  how  I  could  try  to  address  some  of  her  concerns  as  a  newcomer  to  the  course.  I  started  with  the  (somewhat  arrogant)  premise  that  a  completely  different  approach  might  help  improve  achievement.  Given  the  new  UE  requirements,  live  for  the  first  time  in  2014,  there  was  considerable  pressure  from  myself  and  students  to  deliver  high  levels  of  achievement.  Overall,  I  wanted  to  lift  achievement  to  meet  the  requirement  of  any  Level  3  course  that  students  achieve  12  credits  in  a  full-­‐time  programme  per  subject.  This  will  allow  the  average  student  to  reach  60  credits  across  5  subjects  and  thus  gain  L3  NCEA.    Target  Group:  Year  13  Classics.  Special  focus  on  those  who  need  14  credits  for  UE,  and  Maori  students  Large  class  2014:  2  classes  in  2013  reduced  to  1  2014;  large  class  for  2014    (33  enrolled;  26  ‘live’  in  November;  see  analysis  of  leavers  below)  As  of  7-­‐11-­‐14,  15  students  were  relying  on  classics  to  provide  1  of  the  3  approved  subjects  for  UE.  5  students  in  class  identified  as  having  Maori  ancestry.    Apparently  unimpressive  achievement  in  2013:  ‘Live’  students  in  November  2013:  23  This  excludes  students  who  left  during  the  year  or  who  did  not  attend  at  all  in  term  3/4.  Achievement:  Internal  Standard   Credits   #   Total  credits  (7586)  expiring   6   1   6  (7587)  expiring   6   15   90  (90514)  expiring   6   4   24  91397   6   1   6  91398   6   6   36  TOTAL   162  

It  is  interesting  to  note  that  the  vast  bulk  of  credits  achieved  (120/162;  74%)  were  for  standards  that  are  no  longer  available  following  standards  realignment.  

Page 117: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

115  

Average  internal  credits/  student:    162/23  =    7.04    Achievement:  External  Standard   Credits   #   Total  credits  91394   4   2   8  91395   4   0   0  91396   6   5   30  TOTAL   38  

Average  external  credits  /  student:  38/23  =  1.65    Average  credits  /  student:  200  /  23  =  8.7    Whilst  it  is  arguable  that  this  is  a  reasonable  performance  given  the  complex  demands  of  level  3  standards,  the  teacher  of  this  class  in  2013  was  not  happy  with  this  performance.  Purely  from  a  statistical  perspective,  to  help  students  achieve  a  L3  NCEA,  each  subject  in  a  standard  full-­‐time  programme  should  contribute  12  credits  on  average.    This  course  was  not  meeting  that  goal  in  2013.  There  are  a  number  of  factors  that  contribute  towards  this  issue…  1.  High  Stakes  Challenging  academic  subject:  High  stakes-­‐  approved  subject  for  UE  5  standards;  12  credits  Internal,  14  external;  to  pass  as  ‘approved’  subject  student  must  sit  external  2.  Problematic  standards  and  activities:  Standards  some  flaws    -­‐  at  times  difficult  to  work  with.  Published  activities  of  moderate  quality-­‐  very  poor  work  exemplars  (incomplete)  3.  Lack  of  prior  knowledge  or  experience:  Many  students  enter  classics  at  L3  for  this  first  time,  with  no  background;  about  ¼  of  the  class  in  2013  and  2014.  4.  Nature  of  Hagley  students  at  year  13:  Second  chance  students,  wide  range  of  abilities,  literacy  issues,  learning  needs,  slackness,  complex  lives,  limited  goals  etc    Improving  my  teaching:  I  undertook  an  extended  period  of  professional  development  in  expanding  my  knowledge  of  appropriate  contexts  for  study,  and  getting  up  to  date  with  the  latest  thinking  on  and  academic  study  of  these  contexts.  his  involved  collecting  resources,  extensive  reading,  note-­‐taking  and  planning.  I  attended  several  university  lectures  given  by  respected  academics  (from  a  teaching  perspective)  to  gain  a  wider  sense  of  what  classical  studies  involves.  Annual  curriculum  focused  appraisal  has  been  completed  for  the  teachers  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    The  growth  of  a  strong  junior  self-­‐review  model  to  improve  student  engagement,  retention,  achievement  and  transitions.  Focus:  To  set  up  an  integrated  year  9  and  10  Social  Sciences  programme  that  rewards  student  success,  engages  students,  sets  up  ‘junior  to  senior’  course  pathways,  interacts  with  meaningful  content  and  links  internal  and  external  assessment  activities  in  a  coherent  and  purposeful  way.  Strategic  Aim:  To  create  courses  that  support  the  Department  philosophy  of  Focus:  Purpose  and  Energy.  To  reward  success  and  show  the  link  between  the  classroom,  meaningful  education  and  the  world  of  qualifications  and  work.  Annual  Aim:  All  students  in  the  Chronicles  Year  9  and  10  courses  gaining  more  than  60  coupons  of  the  100  available  in  the  Chronicles  coupon  books.  Baseline  Data:  Derived  from  Junior  external  9/10  examinations  (4  years  thus  far)  Target:  Purposeful  Year  9  and  10  courses  that  encourage  and  reward  success.  Syllabus  =  Chronicles  Content  and  Skills=  One-­‐note  work  =  Chronicles  Books  =  Success  Stamps  =  Coupons  =  Rewards  =  Conversion  into  Junior  College  credits  =  Evidence  of  Success  =  Skills  tested  in  external  exams  =  Certificates.  

Page 118: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

116  

Actions:  Courses  called  Chronicles.  A  series  of  educational  tales,  in  which  students  gain  coupons  as  they  work  through  the  year:  individual  coupon  books,  success  is  rewarded  with  stamps  which  also  equate  to  junior  College  credits.  Annual  examination  testing  skills  that  occurred  in  Chronicles  course.  Outcomes:  Achievement,  Engagement,  Reward,  Interest,  Purpose,  Focus  Pathway:  Chronicles  courses  move  on  to  senior  Vitae  and  Passport  courses  offered  in  Years  11  to  13.  Junior  to  Senior  to  Work/Qualifications  flow.  Evaluation:  Examination  ,Chronicles  Coupon  Books,  One-­‐note  Responses/Exercise  Books,  Credits,  Year  11  increased  engagement,  Teacher  comments,  Student  thoughts  Planning  for  Future:  Passport  and  Vitae  courses  replacing  Chronicles  at  Year  11/12  and  13.  Not  compulsory  but  offering  a  Social  Sciences  mix  of  subjects  like  Chronicles.    

LEGAL  STUDIES  SUBJECT  LEADER:  JUDY  HOCKLEY    Indicator  1:  Quality  assessment  materials  are  used.  Assessment  activities  used  continue  to  be  appropriate,  fair  and  offer  valid  assessment  opportunities  against  national  standards.  Through  the  audit  process  which  follows  NZQA  moderation  protocols,  teachers  check  all  activities  against  the  indicators  used  by  NZQA  for  external  moderation.    Schemes  and  related  resources  are  complete  and  in  place  for  programmes  at  all  levels.  These  materials  are  aligned  to  The  New  Zealand  Curriculum,  reflect  best  practice  in  teaching,  learning  and  assessment,  and  are  available  for  staff.        Course  outlines  Outlines  include:  • the  internal  and  external  standards  assessed  and  how  these  standards  are  integrated  within  the    programme  • A  provisional  timeline  • conditions  for  assessment  to  ensure  validity,  authenticity  • opportunity  for  further  assessment  • absences  policy    • appeals  policy      Effective  moderation  practice  Three  of  the  Legal  Studies  assessments  are  ones  previously  used  and  externally  moderated;  the  teacher  has  a  virtually  perfect  External  moderation  record  in  these.      The  remaining  4  are  new  Standards  with  A,M  and  E  grades.  The  teacher  has  experience  with  these,  having  been  on  the  NCEA  Standards  writing  panel.  One  was  changed  from  the  version  used  the  previous  year,  after  informal  discussions  in  2013  with  the  Moderator.  The  other  3  also  were  written  by  the  teacher.  Two  of  the  tasks  were  moderated  by  a  Social  Sciences  colleague.      Year  13  Law  uses  Social  Studies  Assessments,  The  teacher  received  advice  from  a  colleague  when  writing  these  assessments,  and  based  them  on  materials  and  advice  from  Lincon  High  School,  which  has  a  very  strong  Senior  Social  Studies  programme.  

Page 119: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

117  

The  teacher’s  policy  is  to  familiarise  herself  with  examples  of  the  standard  of  work  required  for  each  grade,  to  build  up  confidence  and  competence  in  awarding  grades.    For  both  Legal  Studies  and  Social  Studies  marking,  where  she  has  doubts  on  the  grade  to  be  awarded  in  any  case,  she  will  consult  either  with  HOD  and  experienced  Social  Sciences  Assessor  Greg  Morton,  or  a  colleague  from  another  school.    2014  NZQA  Moderation:  activities  

Standard   Moderation  result  [activities]  

8555v4   Approved  

 Internal  moderation  processes    The  teacher  in  this  subject  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.    Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Judy  Hockley  Judy  Hockley  ensures  that  assessments  are  accurate  and  consistent  with  the  national  standard  by  • Referring  to  feedback  and  moderation  results  from  externally  moderated  materials.    • Developing  a  strong  archive  of  assessment  materials  for  each  unit    including  assessed  work,  activities  and  externally  moderated  work.  • Discussing  issues  with  colleagues  in  other  schools.  The  teacher  has  been  given  access  to  graded  student  work  from  Lincoln  High  School.  • Discussions  with  and  feedback  from  other  teachers  in  the  department,  notably  HOD  Greg  Morton  who  assessment  expertise  in  the  Social  Sciences  domain.  In  2014  the  teacher  also  consulted  with  

Specialist  Classroom  Teacher  Faith  Oxenbridge.  • Moderation  of  a  selection  of  Legal  Studies  Standards  by  Social  Sciences  colleague  Paul  Conner.    2014  NZQA  Moderation:  student  work  

Standard   Moderation  result  [student  work]  

8555v4   4/4  

 Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    The  teacher’s  2014  Inquiry  project  related  to  the  problem  of  lack  of  engagement  in  Social  Studies  standards  by  Year  13  students.  While  there  were  no  grades  below  Achieved  for  those  students  who  completed  the  assignments,  the  number  who  did  not  complete  was  unacceptably  low.  The  teacher  listened  to  student  feedback  and  also  received  advice  from  the  Specialist  classroom  teacher,  and  studied  the  use  of  templates  in  other  subjects  and  at  another  school.    The  teacher’s  findings  were  put  into  practice  in  the  final  Social  Studies  internal  assessment  of  the  year,  and  though  the  number  of  not-­‐completions  was  still  high,  nevertheless  as  a  percentage  of  class  numbers,  it  was  an  improvement.  Lack  of  completion  in  the  final  assessment  was  more  due  to  students’  strategic  decisions  on  credit  requirements  rather  than  a  lack  of  understanding  of  the  task.  

Page 120: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

118  

 Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Year  12  Law  24  credits,  all  internal,  were  available.  78%  of  the  classes  achieved  at  least  some  credits.  The  average  per  student  was  13.8  credits.  5  students  achieved  all  24.  A  very  noticeable  trend  was  that  very  few  students  who  attempted  a  whole  assessment  actually  failed  it.  Lack  of  success  came  from  not  turning  up  for,  or  failing  to  complete,  assessments.  Only  61%  of  students  gained    at  least  12  credits.  However,  this  figure  would  have  been  been  higher  had  a  number  of  students  not  decided  towards  the  end  of  the  year  that  they  would  attempt  no  futher  standards,  as  they  already  had  Level  2  NCEA.  It  is  noticeable  that  the  last  2  assessments  of  the  year  were  attempted  but  only  8  and  5  students  respectively,  compared  to  the  usual  number  of  between  12  and  15.  It  is  difficult  to  see  how  anything  can  be  done  about  this  –  it  is  an  inevitable  part  of  the  NCEA  system.    Year  13  Law  24  credits  were  available,  16  internal  Social  Studies,  4  external  Social  Studies,  4  internal  Health.  Only  45%  of  students  achieved  credits.  The  average  number  was  10.5  credits.  1  student  achieved  all  24.  Only  42%  of  achievers  achieved  12  credits  or  more.    Only  3  students  attempted  the  external  assessment.  The  2  who  gained  Achieved  in  this,  had  actually  taken  part  in  the  lessons  on  how  to  achieve  this  Standard.  The  one  who  failed  had  taken  no  part  in  these  lessons.  Features  of  the  year:  a  large  number  of  students  in  the  class  who  left  the  school  throughout  the  year  (after  March  1st)  with  no,  or  virtually  no,  credits  in  any  of  their  subjects.  The  ample  class  time  given  for  working  on  their  assignments  on  class  laptops,  was  simply  frittered  away.  In  each  internal  assessment,  it  was  noticeable  that  every  student  who  actually  completed  and  handed  in  any  assessment,  did  actually  gain  Achieved.  The  tasks  are  long  and  complex,  and  many  students  simply  gave  up.  The  plan  for  2015  is  to  “hold  students’  hands”more  for  these  long  and  complicated  assessments.  Templates  were  used  in  2014,  but  these  will  have  to  be  even  more  detailed.  It  is  to  be  hoped  that  these  spoon-­‐feeding  templates  will  not  be  rejected  by  the  external  Moderator.  

TOURISM  /  LEARNING  SKILLS  SUBJECT  LEADER:  KIM  SWANN    Indicator  1:  Quality  assessment  materials  are  used.    Annual  assessment  audit  Tourism    All  tourism  tasks  used  at  both  level  2  and  3  tourism  have  been  written  and  moderated  by  ServiceIQ  (formally  know  as  ATTTO).    These  are  updated  annually  on  the  ServiceIQ  website  and  ServiceIQ  seeks  advice  from  Industry  and  teachers  to  help  them  update  and  improve  assessment  tasks.    Kim  Swann  participates  in  workshops  annually  and  ensures  that  the  latest  copies  for  all  units  are  used  in  the  Year  12  and  13  Tourism  programme  each  year.        Learning  Skills  At  the  beginning  of  each  year  Kim  Swann  reviews  all  tasks  used  in  the  course  and  ensures  that  the  latest  version  is  being  used.    Any  updates  required  are  made  in  accordance  with  the  NZQA  unit  standards  guidelines  and  website.  The  assessment  activities  used  are  appropriate  and  fair  and  offer  valid,  accurate  assessment  opportunities  against  national  standards.    Schemes  and  related  resources  

Page 121: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

119  

Tourism    Approprate  resources  are  purchased  directly  from  when  updates  are  required.    These  have  been  aliigned  with  The  New  Zealand  Curriculum  and  have  been  designed  by  ServiceIQ.    Also  Kim  Swann  updates  personal  schemes  and  related  resources  to  ensure  they  align  with  the  tasks  updated  on  the  website.    Learning  Skills  At  the  end  of  each  year  Kim  Swann  reviews  all  tasks  and  makes  appropriiate  changes  based  on  updates  from  NZQA  website.  Kim  Swann  also  seeks  out  student  feedback  on  all  tasks  and  makes  appropriate  changes  where  required.    At  the  end  of  2014  and  the  beginning  of  2015  tasks  and  resources  are  being  added  to  OneNote.    Students  have  the  option  to  complete  tasks  and  veiw  material  on  line.    A  LSK  and  Tourism  12  and  13  website  has  been  set  up.    Course  outlines  and  practices  for  NCEA  programmes  follow  the  Hagley  Assessment  Policy.  Kim  Swann  attends  Best  Practice  workshops  yearly  and  ensures  that  Hagley  and  Social  Science  policy  is  followed  for  both  Tourism  and  Learning  Skills.    Couse  outlines  are  given  to  all  students  and  are  offered  on  the  Tourism  website.    Any  new  school  wide  practices  are  implemented  into  the  Tourism  programmes.    She  seeks  advice  from  Head  of  department  when  required.    Effective  moderation  practices  Tourism  Internal  moderation  is  undertaken  within  Hagley  Community  College.    Within  Hagley  Kevin  Addison,  Jahred,  Natalie  Collier  and  Celia  King  moderate  tasks  in  their  area  of  expertise.  ServicesIQ  moderates  task  in  November  each  year.    They  usually  request  3  pieces  of  work  for  3  unit  standards.    They  also  require  internal  moderation  for  samples  of  work  for  (2  –  4  )  Unit  Standards  each  year.    Units  are  randomly  selected  by  ServiceIQ  and  Kim  Swann  sends  3  pieces  of  student  work  at  the  end  of  the  school  year.    In  2014  they  deviated  from  this  practice  and  only  requested  two  unit  standards.    24725  and  23764.    I  was  only  able  to  send  in  work  for  24715  as  I  did  not  have  students  samples  to  send  in  as  students  did  completed  the  unit  for  the  last  two  years.    Only  one  student  choose  to  complete  24725  in  2014  so  I  could  only  provide  one  student  sample.      2014  external  moderation  results    Standards   Moderation  result  [student  work]    24725   1/1    Learning  Skills  In  2014  Kevin  Addison  and  Jahred  Dell  met  on  seven  occations  throughout  the  year  to  discuss  internal  moderated  tasks.    During  this  time  4  tasks  were  internally  moderated    for  Kim  Swann.    In  2015  Kevin  Addison  and  Jahred  Dell  will  meet  with  Kim  Swann  to  internally  moderate  student  work  for  a  selections  of  core  skills  tasks.    Three  for  each  teacher.    Kim  Swann  will  also  seperately  meet  both  Natalie  Collier  to  internally  moderated  Tourism  units  and  with  Celia  King  to  moderate  7118  and  make  updates  to  this  unit  standard.  NZQA  requires  the  teacher  in  charge  to  produce  3  samples  of  student  work  for  randomly  selected  Unit  Standards  from  throughout  the  college.  In  2014  one  unit  standard  was  moderated  for  the  learning  skills  course.      2013  external  moderation  results    Standards   Moderation  result  [student  work]    7118   3/3    Internal  moderation  processes    

Page 122: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

120  

The  teacher  in  these  subjects  has  confirmed  that  internal  moderation  processes  have  been  completed  for  results  reported  in  2014.          Indicator  2:  Assessment  is  at  the  national  standard.      Competent  assessor  statements  describe  how  teachers  ensure  that  their  assessments  are  accurate  and  consistent  with  national  standards.    Competent  assessor  statement:  Kim  Swann  Tourism  ServiceIQ  undertakes  to  update  all  Unit  Standards  taught  in  the  Tourism  course.    The  teacher  in  charge  attends  an  annual  workshop  and  in  updated  by  email  of  any  new  developments.    Learning  Skills  The  teacher  in  charge  monitors  Unit  Standards  on  NCEA  website.    Moderation  procedures  are  undertaken  on  an  annual  basis.    Advice  has  been  sought  regarding  the  layout  of  activities  and  the  development  of  tasks.    Any  NCEA  moderators’  feedback  has  been  taken  implemented  immediately.    Also  see  procedures  outlined  under  ‘Effective  moderation  practices’  above  for  both  subjects.  Also  see  procedures  outlined  under  ‘Effective  moderation  practices’  above  for  both  subjects.    Indicator  3:  Teacher  inquiry  is  used  to  inform  practice.    Focus  for  Inquiry:    to  offer  students  24  hour  access  to  course  materal.    My  learning  inquiry  was  aimed  at  engaging  students  that  required  extra  help  understanding  course  material,    those  with  low  attendance,  and  students  that  struggled  to  concentrate  and  gain  knowledge  during  my  teaching  sessions.      My  aim  in  2014  was  to  develop  websites  for  Learning  Skills  and  year  12  and  13  Tourism.    I  wanted  to  make  it  easier  for  my  students  to  complete  tasks  outside  of  class  time  and  make  classroom  resources  easy  to  access  at  the  end  of  the  year  when  students  are  highly  motivated.  I  have  a  high  percentage  of  students  who,  due  to  inconsistent  attendance,  have  large  amounts  of  incomplete  work  at  the  end  of  the  year.    I  felt  if  I  set  up  a  website  where  I  could  add  notes  and  video  clips  I  would  be  able  to  communicate  better  with  these  students.    I  felt  it  would  make  it  easier  for  students  to  go  back  and  complete  work  they  had  begun  earlier  in  the  year  if  the  resources  were  easy  to  access  from  home.  In  2014  I  began  to  develop  a  Tourism  and  LSK  websites.    I  ran  into  many  difficulties  and  as  a  result  the  website  was  not  set  up  until  early  2015      Annual  curriculum  focused  appraisal  has  been  completed  for  the  teacher  of  this  subject.    Indicator  4:  Achievement  data  is  used  to  inform  practice.    Learning  Skills:  Baseline  data:  Date  from  2014  has  highlighed  a  decrease  in  students  who  gained  between  10  -­‐  12  credits  in  this  course.    I  had  a  larger  number  of  students  in  2014  who  gained  between  0-­‐5.    I  feel  this  is  due  to  a  new  material  addition  to  the  course  in  2014.    Glenyse  Hyland  came  into  the  course  and  introduced  a  new  program  called  Passages.    I  feel  it  was  very  successful  for  all  

Page 123: Annual Reporting 2015 : Subject Reviews

Subject  Review  Performance  Report:  Hagley  College  2015  

121  

students  but  it  was  particularly  useful  for  a  small  group  of  students  who  I  feel  I  would  have  left  the  course  otherwise.    These  students  did  not  engage  in  written  work  but  attended  the  course  for  the  social  and  spiritual  aspect  of  the  Passage  program  one  day  a  week.    They  only  attended  on  this  day.  

Target:  To  engage  students  in  both  self  development  aspects  of  the  course  and  link  it  more  with  the  written  tasks  to  gain  credits.  

Actions:  I  have  met  with  Glenyse  and  we  have  linked  written  tasks  with  the  Passage  sessions.    I  will  follow  her  sessions  with  written  activites  and  tasks.    We  have  also  linked  her  sessions  with  unit  standards  (i.e.  Listening  Skills)  that  will  enable  students  to  gain  credits  with  minimal  written  work.  

Outcomes:  Students  will  be  more  motivated  to  complete  work  they  are  engaged  in.  I  can  encourage  students  to  complete  tasks  that  they  started  and  are  working  on  in  the  Passage  sessions.  

Evaluation:  I  feel  in  2014  I  was  able  to  retain  students  that  would  normally  have  left  the  course  due  to  the  Passage  program.    However  I  was  not  able  to  encourage  them  to  complete  written  work  and  gain  at  least  12  credits.      

Planning  for  follow  on  actions:  I  will  continue  to  develop  the  Learning  skills  course  to  combine  self  development  and  credits  gaining.    Glenyse  Hyland  and  I  will  meet  on  a  regular  basis  and  combine  our  material  to  motivate  students  to  complete  written  work  so  they  can  obtain  credits  for  the  work  they  are  doing  with  Glenyse.  

Tourism  Baseline  data:  Tourism  12  and  13:    My  general  pattern  for  Tourism  is  that  student  either  gain  (30-­‐40  +  credits)  or  students  will  gain  between  (0-­‐5)  in  my  classes.  My  2014  data  showed  that  more  of  my  students  gained  between  (0-­‐5)  credits  then  usual  and  less  students  gained  between  (20  +  credits).  A  high  percentage  of  my  students  take  year  Tourism  13  after  taking  one  of  my  year  12  courses.    Many  of  these  students  take  a  year  with  me  to  settle  into  good  work  habbits  and  will  do  very  well  the  next  year  (20+  credits).    Students  have  no  motivation  the  first  year  may  come  back  and  gain  +30  the  following  year.    Many  do  work  over  two  years.  Often  students  that  gain  (0-­‐5)  credits  improve  study  habits  and  find  career  pathways  but  are  not  interested  in  gaining  tourism  credits.  Credits  do  not  motivate  these  students  and  they  do  not  gain  many  credits  with  me.    I  do  however  ensure  they  spend  class  time  gaining  more  insight  into  what  they  do  want  to  do  and  get  them  ready  to  return  the  following  year  to  continue  and  complete  work  they  started  in  the  previous  year.  As  a  result    my  data  is  hard  to  interpret.    

In  2014  I  worked  (in  my  role  as  a  Vocational  advisor)  with  my  more  able  year  13  students.  I  was  in  better  communication  with  their  teachers  and  generally  encouraged  these  students  to  complete  work  in  other  classes  at  the  end  of  the  year  rather  then  offer  them  extra  credits  in  my  course.    I  feel  this  was  reflected  in  my  data  as  a  decrease  in  +20  credits  gained  in  my    for  2014.    I  feel  that  althgouh  this  was  bad  for  my  data  it  was  positive  for  my  students  as  students  were  gaining  too  many  credits  with  me  as  they  are  easier  to  gain  then  in  other  areas  but  not  as  useful  as  having  more  diverse  range  of  credits.  

Target:  I  aim  in  2015  to  have  less  students  gain  (0-­‐5  credits).    And  more  gaining  between  12  –  30  credits  in  my  courses.    I  feel  my  website  will  enable  my  students  who  have  poor  in  class  study  habits  and  attend  less  consistantly  gain  credits.    Students  with  less  concentration  spans  who  find  it  hard  to  work  during  class  time  may  work  at  home  using  class  resources  on  the  website.  

Actions:    Set  up  a  class  website  containing  course  resources  and  current  whiteboard  teaching  notes.    These  will  be  avaliable  24  hours  a  day  and  will  help  students  who  attend  inconsistantly  more  opportunity  to  engage  and  complete  tasks.      

Outcomes:  I  want  more  of  my  students  to  gain  12+  credits  and  less  students  gain  between  (0-­‐5  credits).    I  want  to  engage  my  students  with  no  or  little  motivation  to  gain  credits  in  my  class.    I  want  students  to  complete  work  the  first  year  rather  then  do  twice  as  much  the  second  year.  

Evaluation:  Students  being  encouraged  to  gain  credtis  in  other  classes  and  not  being  offered  extra  credits  in  the  course  without  exploring  other  options  first.    Students  being  enrolled  in  the  course  but  not  gaining  credits  for  large  projects  till  the  following  year.    Students  taking  the  course  to  find  themselves  and  find  future  directions  and  having  no  motivation  to  gain  tourism  credits.  

Planning  for  follow  on  actions:  I  believe  the  Tourism  website  will  raise  achievement  in  my  class.    I  am  hoping  it  will  assist  students  that  are  currently  gaining  (0-­‐5)  the  most.    I  will  continue  to  develop  the  site  so  students  can  communicate  with  each  other  outside  of  classtime  and  use  the  site  to  stay  connected  when  they  are  away  from  school.    I  will  also  continue  to  encourage  students  to  gain  credits  from  a  variety  of  courses  to  keep  career  options  open.  

Page 124: Annual Reporting 2015 : Subject Reviews

510 Hagley Avenue | Christchurch 8011 | New Zealand

PO Box 3084 | Christchurch 8140 | New Zealand

Telephone 0508HAGLEY or (03) 364 5156 | Facsimile (64 3) 379 3134

Email: [email protected] | Website: www.hagley.school.nz