Scanning

There was a general consensus that learners did not like maths and neither did their older siblings or whanau when they were at school.

None of the learners met the college’s termly credit protocol of 4 credits per subject per term.

Learners showed a lack of confidence verbalising prior knowledge and could not articulate the support that they needed for success.

Intervention

A template was created outlining

Achievement criteria in “student speak”, Literacy strategies and Teaching strategies

Learners became more fluent and explicit when seeking assistance/support and the use of  literacy strategies seemed to build learner confidence as they were engaging more with their learning with regard to quality and quantity. Mathematical thinking was more visible and students responded more favourably to written and verbal feedback as they managed their learning. A few learners however still struggled to settle into a routine.

Various responses from whanau were;

“I have tried talking to my child and her response to after-school classes is not favourable”, “I don’t know what else to do, my child does not listen to me”, “Thank you for your support, I will have a chat with my child” and “Thank you for letting me know, it is good to know that my child has a caring teacher”.

Despite learners engaging more with their learning only 1 was confident enough to sit the final assessment at the end of term 2. Building learner confidence and efficacy will be our next step.