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The following is a breakdown of the Level 2 students undertaking Digital Technologies in 2020, who were identified as Priority Learners in 2019 as Year 11 Students.

Subject
No. of Students
No. with >80
No. of Maori
No. of Maori >80
201DGT An
9
7
2
1

The table above shows that 7 out of 9 students gained less than 80 Level 1 credits in 2019 across all of their subjects.

The primary intervention that I have put in place to support these learners is by enrolling the students into the Techtorium ICT Program for 2020 under the Trades Academy. The ICT Program means that the students attend Techtorium one day per week over the course of the year, with the potential of gaining 30 Level 2 unit standards that contribute towards their NCEA Level 2 and Level 1 qualifications.



Attending Techtorium gives the students the opportunity to experience a tertiary learning environment outside of their regular learning programs, which is often an awesome way of engaging learners who may (for any number of reasons), not be achieving within the normal onsite programs.

This week is the first week that the Level 2 students attended the Techtorium course, and the feedback from students was that the course was fantastic and they can’t wait until next week!  Long may this level of enthusiasm and engagement last.
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At the beginning of each year once subject selection has been finalised, is when our class lists are locked in and we get to know who our students are in our senior subjects. Generally we already have an idea from the previous year, but often there are multiple changes that take place, and our classes are firmed up by about week 2 or 3.




This year is no different to any other with my Level 2 and 3 DigiTech class, in that it is multi-level, and includes a mix of students who have not taken DigiTech in Level 1, or Level 2, or in some cases are taking DigiTech for the first time in NCEA Level 3 only having previously taken the subject as a short course in Year 9 or 10. 



The following includes information about my NCEA Level 2 and NCEA Level 3 classes.  The yellow highlighted sections signify learners who have not taken DigiTech in the previous year levels, and are undertaking NCEA Digital Technologies for the first time in 2020.

The breakdown of my NCEA Level 2 class is as follows: 


Within the NCEA Level 2 cohort, two of the students are new to New Zealand and new to the NCEA education system. 

The breakdown of my NCEA Level 3 class is as follows: 

Career Pathways 

One of the first activities that I asked the students to undertake, was to identify where they are at now, where they seeing themselves tracking to next year, and knowing the standards that they would be undertaking during DigiTech this year. This was to give the students a starting point, a goal post to aim towards, and also that I would have an idea of what their aspirations are in terms of their career pathways. 

The following is an example of the Career Pathways task:


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My recent and ongoing involvement as a Panel member for LearnCoach, a NZ start-up company who develops NCEA videos and resources for students and schools, has involved collaborating with IT professionals to develop online resources that enables learners to achieve credits from the Digital Technologies curriculum.



I intend using the LearnCoach online programs to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.

During JumpStart 2019, I managed to trial some of the online LearnCoach tutorials with my NCEA Level 1 class. I developed a Workspace so that the students could capture the work that they had been completing on the LearnCoach site. The purpose of the Workspace was so that students could submit individual tasks relating to various sections of the module, and I could provide the students with formative feedback as well as track student progress. The Workspace was also designed to give the students who essentially were transitioning out of Year 10 and into the senior school, insight into the evidence that they have to provide, to demonstrate their knowledge and understanding when undertaking NCEA standards.

The students found the work to be extremely engaging. The students were already familiar with using Workspaces in my class for completing and submitting work, as well as tracking their achievement. Accessing learning activities through the LearnCoach site, was a new experience for the learners. They enjoyed being able to undertake learning activities that involved a mix of audio/visual video modules, developing codes to perform tasks, and testing their codes which they recorded using PhotoBooth on the Mac machines.

Here is an example of a slide deck that one of the students submitted into the Workspace:



Based on the impact of trialing the LearnCoach resources during the JumpStart 2019 program with my NCEA Level 1 class, I am keen to utilise the LearnCoach modules for all of my NCEA Levels 1, 2 and 3 students in 2020.

  

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I would like to integrate my knowledge of the Digital Technologies curriculum to support schools to deliver programs in alignment with the new digital technologies progress outcomes.

I would like to use the content knowledge and understanding that I have from my involvement on the LearnCoach Panel, and from delivering the Digital Technologies programs to Tamaki College students, to support planning that enables learners in Year 7-10 to develop their understanding of digital technologies terminology and content knowledge in preparation for NCEA.

I believe this can be achieved by refining courses and programs in readiness for the new Digital Technologies curriculum, that are easily accessible to learners, and that supports accelerated achievement for learners within the Manaiakalani Cluster and Outreach schools. This includes teaching and learning programs that enable:

  • Access to all learning resources 
  • Access to regular formative feedback 
  • Access to representations of student work that creatively demonstrates understanding of learning 

The following is the mBoT and Robotics Unit Plan that Russel asked me to put together for when Bucklands Beach Intermediate visited Tamaki College last year to observe how the Digital Technologies was being implemented within the Year 7 and 8 program. It's based off the learning activities that Russel had planned for Year 7 and 8 last year.  The Unit Plan includes links to the Digital Technologies Curriculum, links to Assessment and Reporting, as well as information relating to Teaching and Learning.  The Unit Plan is a starting point for planning, as well as reviewing the teaching and learning.



Nilesh Krishna is one of our Maths teachers, who also teaches Robotics to Year 7 and 8, and is teaching some of the students from Panmure Bridge while Bucklands Beach was visiting.


 
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About Me

Kia ora! I am the Head of Technology at Tāmaki College and also teach Digital Technologies.


My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry. I would like to inquire into whether Academic Writing exemplars specific to Digital Technologies, in conjunction with the 'Explanation Writing' classroom display resources for Digital Technologies, based on SOLO taxonomy, could accelerate achievement in literacy in my subject.


My target group of learners for my Inquiry 2020 were my Year 11 NCEA Level 1 class. I inquired into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.


In 2019, my inquiry is to maximise pedagogical practices (relating to integrated education, and collaborative teaching and learning), to effectively shift student achievement, supported by digital platforms connected to visible teaching and learning.


My Inquiry in 2018, was to develop a VTaL Purpose-Built Innovative Tool, to enable all elements of the VTaL Framework to be accessible to teachers, in order to accelerate student achievement.


In 2017, my inquiry was based on raising student achievement and shifting teacher practice around effective pedagogical practices including Learn, Create and Share. This will be achieved through the development, implementation and monitoring of the Visible Teaching and Learning Framework.

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