1A Sustainable Coastlines Litter Intelligence Programme, Becky Taylor, Sustainable Coastlines

Developed and led by charity Sustainable Coastlines, Litter Intelligence collects data, provides insights and inspires action for a litter-free Aotearoa. Launched in May 2018, the programme is funded by the Ministry for the Environment’s Waste Minimisation Fund and works in close collaboration with Statistics New Zealand and the Department of Conservation. As New Zealand’s first national litter database, Litter Intelligence is helping build a better understanding of the problem.

To enable the ongoing collection of this litter data, Sustainable Coastlines is engaging with communities around Aotearoa, providing the training, equipment and technology required for people to take part in the programme as ‘Citizen Scientists’. By working to a United Nations Environment Program/Intergovernmental Oceanographic Commission methodology, data is collected at the highest standard of scientific rigour, allowing it to be used for national, regional and international reporting, including the relevant Sustainable Development Goals.

In this workshop Becky will share how together we can build a “fence at the top of the cliff” to help solve the litter problem long term, with a national litter education programme that inspires and enables educators and their students to take action while gaining curriculum credits

Website quiz. After not being able to attend HOD day Becky will be sharing at AMAonline June 19

1B Pearls of Wisdom and Wit, Tony Carey, Manurewa High School

So, you think you are a great leader?

Your staff may think differently. They may be biding their time counting the days. Or hoping like hell that you never get the job.

Tony Carey has been the HOD Mathematics at New Zealand’s largest Decile 1 school, Manurewa High School, for the last eleven years. He has also had experience in other higher decile schools.

In this session he will use his own experiences to offer observations and advice on what he thinks makes a good HOD. He will traverse the mistakes to avoid; the warning signals; and how to get the department moving in the right direction.

Come along prepared to offer your own point of view. Be prepared to go away feeling guilty, embarrassed, and even insulted.

1C Redesigning our Junior Curriculum from an "I wonder... I notice...." Perspective, Louise Sheryn and Abigail Shaw, St Mary’s College

We have recently been through a review of our Junior programmes for Y7-10 with a view to integrate 3-act tasks wherever possible. This turned into a major rewrite of the Junior Programmes. We will present our motivations, an outline of what we changed, some tasks and our initial outcomes.

Resources from session

1D Moving to Mixed Ability Junior Maths, Sophie Wright, John Coker and Melissa Elliston-Boyes, Mt Roskill Grammar School

The challenges when we moved from streamed Year 9 and 10 Maths classes to Mixed Ability: understanding where learners were at; getting to grips with the LPF and NZC; differentiation; multilevel formative and summative assessment; student agency. We still have much to learn, but are keen to share and listen with our colleagues facing similar challenges.

1E Successful Senior Pathways to UE Maths, Asha Kumar and Paula Darragh, Birkenhead College

Over the past eight years, we have restructured our Junior and Senior programs that have allowed 90% of students at Birkenhead College to take an academic pathway to learn Level 3 Maths. As a result, 90% of our level 3 students gain a UE qualification in Maths. We have consistently achieved these results for over five years, and Maths at Birkenhead College is a subject students readily take and experience success, often working towards Merit and Excellence.

Birkenhead College is a decile six school with diverse socio-economic and cultural backgrounds. Despite being a small school, around 600 students, we can plan and implement several programs each year that allow for students to learn Calculus and Statistics standards throughout years 11-13.

Resource Link

2A Statistical Investigations Book, Dr Pip Arnold, Karekare Education Limited

Perspectives on the plan phase and deep diving into the data phase of the statistical enquiry cycle. Pip will share new ideas she has been working on as she writes for the Beeby award.

Please bring a laptop to this session

Resources for the session

2B The Do and Don'ts of Leading a Big Department, Irene Bennet, Botany Downs Secondary College

A department is like a symphony. Everyone needs to play his/her part to produce harmonious music. I have been a HOD for a big department for 14 years, and I have learned a lot about my strengths and weaknesses. In this workshop, I would like to share some ways of leading a harmonious team. If time allows, I will also share on our school involvement in the NCEA Literacy and Numeracy pilot. There will be opportunities for you to share your experiences and ask questions. This workshop is suitable for current and aspiring HODs.

Session slides

2C Curriculum Innovation - the edge programme at Edgewater College, Louise Addison, Edgewater College

I will share how we are integrating our curriculum into four ‘new’ core subjects: future studies, community action, problem solving and creative design and what this has meant for maths and stats teaching. Also a chance to discuss how we stopped streaming / banding by using a ‘choose your own adventure’ approach and how this is working so far.

Handout

2D Lockdown, integrating online systems with Microsoft and an open apology to a former colleague, Chris Niles, Rotorua Girls High School

Why does it seem like technology mostly serves to make our work slightly more complicated and disjointed? Shouldn’t technology make the job easier? In this session Chris will discuss his experience and frustration with Google over the past 10 years, how lockdown forced him to rethink team dynamics over an online medium and how he sees Microsoft being the key to unlocking a fully integrated online solution. Currently, the maths department at Rotorua Girls’ High School is migrating from Google to Microsoft because Microsoft's environment integrates efficient resourcing, data collection, appraisal, tracking, team communication, sharing, task management, moderation, automation, etc. If you are interested in how Microsoft could be used to: create a cohesive resource management system; encourage collaboration; and improve the efficiency of department processes then this is the right place for you.

Resources from session

2E Helping students prepare for university mathematics, Kim Locke, University of Auckland

It is a well-known fact that many students struggle to bridge the gap between school and university mathematics. Research affirms that the challenges faced in this transition are both numerous and complex, and it appears that disruption is to be expected. There are some who suggest that a little discomfort is necessary to making a successful transition, and instead of trying to close the gap between school and university mathematics, educators should focus on helping students manage the challenges that they will inevitably face.

As secondary school mathematics teachers, our role is one of advance preparation, rather than crisis support. In this workshop we consider some of the issues faced by students in their first university mathematics course. We will then explore how we might help our students prepare to successfully negotiate these challenges.

3A Building models, Anne Patel, University of Auckland

Variation is everywhere, but what are the measurement contexts research advises we should use to begin and develop students’ ideas about variation, distribution and ultimately statistical inference? Spoiler alert - we should not start with natural variation!

We will look at how students can structure and make sense of variation to solve meaningful problems, using a statistical modelling approach. This approach has been made possible using TinkerPlots that makes building chance-based models a possibility for primary and intermediate students.

3B Analyze/Anticipate/Adapt, Anusha Nirene Soupen, Papakura High School

Strategic Planning for:

• managing streamlined systems for teachers

• managing staff and resources efficiently, allowing the focus of kura to be teaching and supporting learners’ learning, achievement and success

• planning and coordinating regular measurement of learners’ progress

• maintaining efficient information and storage systems

• encouraging collective professional learning communities within and across the kura in order to achieve better learner outcomes

3C Curriculum progress tools, rich learning and formative assessment, Julia Crawford, Cognition Education

The Curriculum Progress Tools (CPT) provide a framework to monitor and report progress in Mathematics for Year 1 – 10 students. The Learning Progression Framework (LPF) support teachers making professional formative judgements. The LPF is useful to inform conversations regarding transitions between Year 6 and 7 or between Year 8 and 9. They can also be used to evaluate readiness for the new Numeracy Achievement Standard. In this workshop we will explore the tools and zoom into one of the aspects (Patterns and Relationships) in detail. We will discuss how these tools support departments to design learning programmes that use rich learning tasks and support formative assessment for progress.

Slides from presentation

3D Destreaming in Maths, Jared Hockly, Western Spring College

Western Spring College- Ngā Puna o Waiōrea, operated used banding in its junior maths courses up until changing to mixed ability 7 years ago. Destreaming may be something your school is going through, something you're interested in doing, or perhaps even something you are being pressured to do. While I don't aim to convince anybody that destreaming is the best path, we will start by talking about rationale for a major change like this. Then, we’ll move to talking about implementation and what we at WSCW have learned on our journey of destreaming so far. Some of the content of this workshop will be similar to one I presented at the 2018 AMA HOD day.

Slides from presentation

3E A feel good story about starting something in Māngere, Katalina Ma, Mangere College

Let me start this blurb with a question, what connections do you have with your feeder schools? I don’t know about you, but for me the last three years I have observed local students catch buses outside my school to Central Auckland and witnessing an increasing number of students below level 3 of the curriculum. It seemed that waiting until I saw their previous years asTTle results when they got to high school was a bit late. In this session I will share what we have done to build the connections with our feeder schools through Mathematics and Statistics and the changes we have made to our Year 9 programme to cater for the different learning and assessment styles of our students.

The news story & video of the South Auckland maths challenge SAMC and the Facebook Community

4A Times tables still matter, Dr Nic Petty

High school maths teachers want their Year 9 students to know their multiplication facts. In provides a firm foundation for fractions, algebra and number. Different approaches in primary schools have led to many students lacking fluency.

Are speed trials a good idea? What is fluency? What is the role of the high school teacher in teaching multiplication? What about the students who are unable to retain memorised facts? This workshop addresses these questions and along with the participants will provide some solutions. There will be opportunities for participants to share ideas, activities and games.

Workshop slides

Free sample

4B Mentoring as more than Cheerleading, Robyn Headifen, Accredited Facilitator

Many teachers are left to figure out how to mentor beginning teachers on their own. If you feel like mentoring in your department is a bit hit and miss as things occur or more like the kitchen sink approach then this might be the workshop for you.

We will share mentoring experiences and look at educative mentoring practices to support your beginning teachers and mentors.

Resource Link

4C RAS: Numeracy Achievement Standard collaboration, Zamm Mazid and Brenda Fa'alago-McNaughton, Avondale College

We want to prepare our current year 9's as best we can for the Numeracy component of the NCEA Review - whatever this might look like. Using the information currently available, we will unpack what we currently know and present our best guess at what might be assessed. Different scenarios will be discussed and attendees will group together to add suggestions for questions that might come up. We hope to start to create a bank of questions/problems that schools can use back in their own schools (for discussions with staff, students and their community).

Link to MOE numeracy information

4D Running a Scholarship Stats course, Michael Walden, Mt Albert Grammar

In this workshop I will detail how our Scholarship Stats course works at MAGS and also some of the things we do to enrich the understanding of our students.

Presentation slides

4E Lone adventure of a Laser Cutter, Subash Chandar K, Ormiston Junior College

This workshop will focus on the various strands of Mathematics that could be covered using vector software (Illustrator mainly) and a Laser cutter. I will share my triumphs and tribulations as we embark on this adventure with my students. The last quarter of this workshop will be a think tank session on moving forward. This workshop is suitable for schools with a laser cutter! No laser cutter, why don't you make a case to your board of trustees after attending this workshop.

At the end of the session, I will be returning to school, feel free to drive to Ormiston Junior to see the ideas in action