The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process.
Q: Our school is in the process of targeting writing achievement for students in Years 1 through to 8. Students in my Years 5 and 6 class who were below or well below the writing standard at the end of their previous year have been targeted as a focus group for improvement. These students need to have their achievement accelerated. What strategies do I need to put in place to ensure that this acceleration can happen? Can this accelerated improvement be sustained over a long period?—Lanie Moore, Years 5/6 homeroom teacher, Reefton Area School
The Progressive Achievement Test of Mathematics (PAT: Mathematics) provides norm-referenced information about students’ level of achievement in the skills and understanding of mathematics. This knowledge guides teachers’ decisions about mathematics teaching programmes and aligns with the current evidence-based approach to teaching and learning. In practice, these assessment tools are also used to inform overall teacher judgements (OTJs) when reporting to parents and to the Ministry of Education against National Standards in numeracy.
