Term 2 Update

With change of staff and lack of contribution from Japanese and Maori, the Department investigation into using Language Perfect to improve external examination outcome through better control of Level 1 vocabulary is currently not being pursued.

Spanish Level 1 students did not use LP greatly last term, as there was no units of work that fitted this model. Students were learning interculturally, creating maps of Spain and learning grammar structures to complete NCEA portfolio requirements.  There was no specific topic of study as covered by Language Perfect, and as students had already covered verbs, it was decided to leave LP until term 3 and then do an intensive review of most language categories at Level 1 before school examinations.  This will generate data which can be used to pinpoint areas to focus on in Term 4 before external examinations.

Maori Level 1 students are struggling to such an extent with the level of language required that the teacher has decided to drop the inquiry down to Years 9 and 10 in an attempt to instill a wider range of vocabulary earlier in the language learning process.  This extension means different levels of data analysis and outcomes, but the teacher still plans to contribute to the dept TAI by end of year.

Japanese Level 1 students have had their third teacher, as their first teacher is on maternity leave, the LTR teacher left for Japan mid year, and their latest teacher is a first year teacher, so will not be contributing greatly to the dept TAI. Although he may be able to continue with the data collection, he is still familiarizing himself with the LP program and the students and there is limited time for PD available to bring him up to speed on setting HW and tasks, although I willl try.

It must be noted that the time required to manage multiple TAIs, in particular cross departmental ones, means that most are not done well.  It would be more productive to encourage teachers to focus on individual practice and learn to manage individual TAIs with the required level of evidence, data collection and analysis, and measurable outcomes before again attempting a department based inquiry, in particular in such a fragmented department as languages.  The one teacher in the dept. without senior classes, who has selected a single area of practice and is completing an inquiry cycle based on this is having reasonable success in effecting long term change in teaching practice.

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