Inquiry focus and scanning.

Focus of Inquiry:

Does “jumpstarting” year 10’s transition into NCEA level 1 earlier, improve student engagement and NCEA achievement the following year.

My prediction is that with an increased time allocation, a focus on the development of learning strategies and skills to cope with the demands of NCEA, understanding of learning pathways as well as the opportunity to gain credits during this time will increase achievement and engage students.

The  "jumpstart" programme serves to increase the NCEA level 1 academic year by approximately 5 weeks or 12%. Research evidence indicates moderate gains of an additional two months progress per calendar year. There is some additional evidence that disadvantaged students benefit disproportionately, making approximately two and a half months’ additional progress per calendar. Wider benefits for students from decile 1A communities may include improved attendance at school, behaviour and relationships with peers (Extending school time | Toolkit Strand | Education Endowment .... Retrieved from https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/extending-school-time/)

Increasing instructional time is not a silver bullet and has to go hand in hand with quality teaching and learning (meaningful use of the extra time), a data driven focus and a positive, nurturing school culture.

So what is the data showing in terms of NCEA L1 2016 achievement : Evidence gathering

Data below shows student achievement for: 1. NCEA achievement from 2015 - 2016 both internals and externals and, 2. PAT and AssTle data as a predictor of student NCEA success. 2016 year 10 term 4 Woolf Fisher data: PAT reading and comprehension mean: 3.8 vs national 5.0   asTTle mean: 4P 2015 data: Gender difference 2016 data