These are the summary sheets given out to us at the AGTA course 28 November 2016.
The sheets are perfect for staff as everything you need to know for the internals are here!
Thank you so much Gill Hanna.
New Zealand Content Counts Education Awards 2016 – winners named
Recipients of the 2016 New Zealand Content Counts Education Awards were named at a ceremony held at Auckland’s Massey University in Albany recently. For the second year running, teachers from around the country joined the official panel of education experts and cast their votes to add their choice of best resources to the judge’s selection.
The awards celebrate the excellent resources New Zealand companies have recently released in the New Zealand education market. The finalists this year are a mix of digital resources alongside traditional texts – a reflection of the range of materials that our teachers are using in today’s classrooms.
Winner of Best Resource in Secondary and a resource that, according to the judges, goes “beyond the obvious”, was Geography in Focus: Teaching and learning in issues-based classrooms. Published by NZCER Press and authored by Mike Taylor, Louise Richards and John Morgan (Eds), the judges stated that this text was a valuable resource for an often overlooked subject field, and also offered transferable methodologies that can benefit teaching practice in many other curriculum areas.
Full press release: http://www.scoop.co.nz/stories/ED1611/S00124/nz-content-counts-education-awards-2016-winners-named.htm
I am not happy with the Level 2 Large Natural Environment Examination. I do not feel that the question can be fairly applied to all ‘chosen’ large natural environments. The requirement to fully explain changes over three named periods is, in my opinion, unreasonable. If a chosen environment was a desert or river valley, as suggested by the Achievement Standard, or an environment on a continental scale, like the tundra region or sub-tropical deserts – how could a student provide three named periods of change? Change over time is a requirement of the Achievement Standard. Specific change over three named time periods is not. The question clearly advantaged students who had significant landforms as part of their chosen large natural environment. The question also favours students who rote learn, which was something I was under the impression we were trying to move away from. In addition, the requirement to draw three diagrams was too time consuming and disadvantages students who can’t draw well. One diagram is a reasonable expectation, three is not.
Do other Level 2 Geography teachers share my concern?
Please can you spare a few minutes to give feedback regarding the external examinations in geography this year. This information is vital as it allows us to track what is happening to our subject and the issues raised by teachers that we use in our negotiations with NZQA. Getting this information quickly also means that responses can get to examiners in time for it to make a difference for next year’s examinations since most of them meet over the summer break. Examiners welcome both positive and negative comments as they need to know they are on the right track or if change is needed. Please be aware you do not need to be an NZBoGT member to complete this as the more responses from the geography community the more valid it is. It has been designed with the busy teacher in mind so will not take long. This is your chance to have a say so please use it!.
The link can be found at:
The AGTA committee offer our support and assistance to everyone affected by the earthquake earlier today – please feel free to contact us here oo on our Facebook or Twitter page if you need anything.
Photograph taken near Kaikoura: NZ Herald 14 November 2016
Best wishes to all your students sitting exams.
The AGTA committee wish everyone the best of luck.
Please be sure to contact us with any feedback you have re the NCEA exams on Wednesday.
Last hurrah before the exam on the 21 November – resources available for you all here
Good luck to all your students sitting the exam.