ALiM 2 - DATA

Student Data

Student Demographics and Data

Students

Year group

Gender

Ethnicity

Languages spoken at home

Member of a Bilingual Classroom (Yes/No)

OTJ end of 2014

OTJ end of 2015

Start Add/Sub

End Add/Sub

Start  mult/div

End    mult/div

Start prop/ratio

End prop/ratio

1

5

M

English

English

No

Below Standard

Below Standard

ES5

S5

ES5

S5

ES5

S5

2

6

M

Maori

English

No

Below Standard

Below Standard

S5

E6

S5

E6

S5

E6

3

5

M

English

English

No

Below Standard

Below Standard

S6

S6

S6

4

5

M

Cambodian

English

No

At Standard

Below Standard

S5

Es6

ES5

S5

ES5

S5

5

5

M

Maori

English

No

Below Standard

Below Standard

S5

ES6

ES5

S5

ES5

S5

6

5

M

Maori

English

No

Well Below

Below Standard

ES5

ES6

ES5

ES6

ES5

ES6

7

6

F

English

English

No

Below Standard

Below Standard

S5

ES6

S5

S6

S5

ES6

8

6

F

Maori

English

No

Below Standard

Below Standard

S5

ES5

S6

S5

S5

S%

9

6

M

Maori

English

No

Below Standard

Below Standard

S5

ES6

S5

ES6

S5

ES6

Students were engaged, focused and enthusiastic about their learning. This impacted their learning by increasing achievement and enthusiasm in their maths. The year ⅚  had shifts with the majority of the students. The data shows that three student moved from ES5 to S5, Three students moved from S5 to ESG and one student moved from ES5 to ES6. One student did not move at all. All maori boys showed a shift in their learning. Our one maori female showed no shift.

Teachers of students in ALiM noticed a significant change in attitude and achievement in class as they transferred what they learnt in ALiM to their in class learning.  Confidence to attempt and succeed in problem solving through the transferring of skills from guided session to independent work. Students gained the knowledge of how to record their thinking.