9. Discussion 2009 (2008)
When students leave GBHS after taking level 3 external exams their performance is above
the decile 8 average.
This year’s level 3 contain the first students to benefit from the introduction of data
projectors and interactive boards to the Science department. We feel that access to web
based resources and improved pedagogy has benefited our students.
The focus on literacy and examination technique has helped to improve excellence
statistics.
Factors that impact on level 2 results include a lack of alternative science courses for those
students who find the rigors of level 2 individual sciences too hard. Paul Warren is
developing a level 2 program this year to follow on from the 01SCC course, however another
level 2 academic science course would be helpful in reducing this tail at level 2.
To help remove the tail at level 1 we need to be firmer in directing students into appropriate
courses, however an SCC class was dissolved and those students absorbed into level1
science and other SCC classes.
Results are still being negatively affected by removal from class for sport and other activities.
Any loss of class time by individuals should be avoided as much as possible.
Developments 2009 (2008)
In the junior department we have trialed topics and schemes of work to implement the new
curriculum realignment. Increasing numbers of junior students are getting hands on
experience of Science in the 9Bio option course which has been successfully expanded to fit
the half year option structure. In 2008 a large number of students were exposed to a short
single term introduction to forensics. In 2009 the options were expanded to half year
courses and although fewer students took the subject, the content of the course was
expanded to included a genetics and health component. This coincides with courses offered
by the Liggins institute.
This gave students valuable hands on experience of science in context and the use of
equipment not ordinarily available . They were also able to meet and talk with scientists
about the latest research. Students benefit from the extra science teaching by gaining skills
in experimental method, practical uses of science and science learning in an authentic
context.
10. Our professional development day with John Bennett allowed us to develop pedagogy and
investigate the use of ICT . Although work was focused on the junior end of the curriculum,
teachers were encouraged to extend this into their senior teaching. The need for improved
access to computers in the classroom and other ICT equipment was identified, We do
compensate by encouraging students to use mobile phones in class and bring their own
laptops to school. This does bring other issues to the fore that the school may need to
address.
The introduction of the LENScience lectures on Thursday afternoons were well received by
year 13 students and put their learning into a real life context.
Liggins have invited us to be part of a pilot study into integrating the lastest research into a
unit of work for year 10 students. We have been helping to plan the unit and to produce the
books and worksheets for students. This will be provided to us in 2010 along with access for
our top year 10 students to practical work at the Liggins institute.
The introduction of top year 9 and 10 classes has been well received by staff. Although the
plan to have 1001 and 1005 sit external Science exams at the end of the year did not work
out, students were given a thorough grounding in physics and chemistry and this has
allowed us to offer them an intensive programme at level 1 2010.
The introduction of the bottom classes has also helped improve the standard of the mid
band classes????? The students in the bottom classes are getting the type of work that they
are capable of achieving and at the speed at which they are capable of understanding.
11. Green Bay High School
Science Department
Annual report 2008
12. Level 1 NCEA Science Results Analysis 2008
Comparative results for level 1 Science
50
40 not achieved
30 achieved
20 merit
10
excellence
0
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
not 33.7 36.3 39.9 39.1 42.3 35.4
achieved
achieved 49.3 44.8 44 42.1 44 40.7
merit 15.3 14.9 11.1 14.6 11.3 17.8
excellence 1.7 4 5 4.2 2.4 6
Comments
Our Achievement figures are satisfactory however there is still room for improvement in the
Merit and Excellence grades.
The high number of Not Achieved grades is a reflection of a policy that prevents students
from being withdrawn from standards. A large number of these students were doing an
inappropriate course due to the small number of classes available for the 01SCC course.
The school wide target for credits is unreasonable in Science as the number of standards
available relative to the time limit and size of classes means that only 18 credits maximum
can be offered.
13. Level 2 NCEA Chemistry results Analysis 2008
Comparative Results for Level 2 Chemistry
60
50
40 not achieved
30 achieved
20
merit
10
excellence
0
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
not 38.1 36.5 48.5 32.2 32.1 31.3
achieved
achieved 57.1 37.9 31.4 37.8 46.8 39.4
merit 4.8 18 16 22.6 18.3 20.8
excellence 0 7.7 4.1 7.4 2.8 8.6
Comments
In general these results are reflective of the national profile. Further work to be done on
shifting students from achieved to merit and excellence.
14. Level 3 NCEA Chemistry Results Analysis 2008
Comparative Results for Level 3 Chemistry
50
40
30 not achieved
20 achieved
merit
10
excellence
0
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
not 40.6 35.5 40.7 33.3 41.1 29.8
achieved
achieved 46.9 40.3 42.4 43.8 30.1 40.5
merit 9.4 18.4 16.9 17 23.3 21.3
excellence 3.1 5.8 0 5.9 5.5 8.4
Comments
Merit and excellence results reflect national averages however the number of achieved
results was skewed by the non-removal of students who were struggling to cope with this
course.
15. Level 2 NCEA Biology Results Analysis 2008
Comparative Results Level 2 Biology
50
40
not achieved
30
achieved
20 merit
10 excellence
0
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
not 46.9 31.4 46.9 31.4 38 35.3
achieved
achieved 34.6 44.4 34.6 44.4 44.5 43.8
merit 14 19.4 14 19.4 16.1 15.6
excellence 4.5 4.7 4.5 4.7 1.5 5.4
Comments
These results reflect the national profile although there is still room to improve on the
excellence results.
16. Level 3 NCEA Biology Results Analysis 2008
Level 3 Biology Comparative Results
50
40
30 not achieved
20 achieved
merit
10
excellence
0
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
not 37.5 33.6 32.9 34.7 44.7 34.7
achieved
achieved 50 48.5 48.7 45.5 41.2 45
merit 8.3 13.7 15.8 16.1 10.6 17.3
excellence 4.2 4.2 2.6 3.7 3.5 3.1
Comments
This cohort had a number of students who were struggling with the level three science and
we were not able to follow through on recommendations to remove them from these
standards.
17. Level 2 NCEA Physics Results Analysis 2008
level 2 Physics Comparative Results
50
40
30 not achieved
20 achieved
merit
10
excellence
0
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
2006 2006 2007 2007 2008 2008
GB Nat GB Nat GB Nat
not 45.1 37.4 45.1 37.4 32.5 32.9
achieved
achieved 37.5 38.5 37.5 38.5 46.5 39.3
merit 16 18.4 16 18.4 20.9 20.2
excellence 1.4 5.7 1.4 5.7 0 7.6
Comments
Entry requirements restricted entry into this course which reduced the number of not
achieved grades to national average. Work is still required to move students from achieved
to merit and excellence.
19. Discussion and Developments 2008
Discussion 2008
As a department we feel that the reduction of student contact time with the move from five
to six subjects is still having a negative affect on our results. There is a lot of course content
that needs to be covered in science before the application of this knowledge can be
practiced and examination techniques acquired.
Winter and summer sports weeks, other sport trips, production and some internal
assessment activities do have a negative impact on our top end academic results.
For instance I can track student results to the impact a week out of school for sport had on a
particular achievement standard. This trend continues into 2009. A high performing year 12
student has already asked to limit the number of achievement standards taken in a senior
science course because she is struggling to perform to her maximum in all areas of her life.
Developments 2008
The success of the year 9 forensics course as a vehicle for exposing students to a wider range
of science activities has been expanded in 2009 to a half year course which will include a
health component and field trip to Liggins Institute to expose student to the latest research.
There are also opportunities to include career education with health professionals possible
being invited to give talks to students.
Planning in 2008 and 2009 has resulted in the opportunity to offer two NCEA standards to
the two top year 10 classes. This will lead to an extended year 11 program for these students
to give them a broader knowledge of basic science with the aim to improve merit and
excellence grades in years 12 and 13. Timetabling issues will need to be resolved in 2009 /
2010.
Meetings have been held with a local intermediate school towards the end of 2008 with the
intention of offering science activities with a string curriculum focus to the local primary and
intermediate schools (Titrangi Primary, Kaurilands Primary, Glen Eden Intemediate) and to
offer professional develop to intermediate and primary teachers in the Science area.
A number of outside speakers have been invited into the science department to talk to
students to broaden their knowledge of possible careers opportunities within the science
area. The science blog continues to be developed to offer links not only to academic help
sites but also to careers opportunities.
Rob Duff was successful in gaining a Royal Society Fellowship with Genesis Energy. He will
bring additional expertise and enthusiasm back into the department.
The year nine schemes of work have been rewritten to align with the new curriculum, to be
introduced in 2009. Units of work to include inquiry learning and differentiation have been
20. written and trialled with some year 10 classes. Further development of these units will
continue in 2009.
