Course L3DTEC Outcomes (Results/Statistics)

Results by Student, GPAs, Total credits, Avg credits

L3DTEC Standards 91901 91903 91906 91907 91909

Credits 3 4 6 6 3
Interna Interna
Type l Internal l Internal External
Tutor
Student Cod DIG Total
Title Year e Teacher Ethnicity DIG 3.2 DIG 3.4 DIG 3.7 DIG 3.8 3.10 GPA Credits
ALEXANDER, Sam 13 CAJ FRM NZ European A N A A A 41% 18
HERRING, Robert 13 ODL FRM NZ European E E E E M 97% 22
LE LIEVRE, Quinn 13 DDB FRM NZ European E E E E E 100% 22
LUDEMAN, Jason 13 DPS FRM NZ European A M M M M 72% 22
NAIRN, Connor 13 OFR FRM NZ European E M M E M 85% 22
STRONG, James 12 OMW FRM NZ European E E M E A 86% 22
VAGG, William 13 ADS FRM Australian E E E E M 97% 22
WHITE, Tyler 13 CVG FRM Maori A A M M A 64% 22
Average 80% 21.50

Grade Spread Overall and by Teacher

Overall
DIG DIG
DIG 3.2 3.4 DIG 3.7 DIG 3.8 3.10

91901 91903 91906 91907 91909 Total

Not Attempted 0% 0% 0% 0% 0% 0%
Not Achieved 0% 13% 0% 0% 0% 3%
Achieved 38% 13% 13% 13% 38% 23%
Merit 0% 25% 50% 25% 50% 30%
Excellence 63% 50% 38% 63% 13% 45%
Combined Merit/Excellence 63% 75% 88% 88% 63% 75%
 Ethnicity Outcomes (Results/Statistics)
DIG
Number of Maori Students: DIG 3.2 DIG 3.4 DIG 3.7 DIG 3.8 3.10
1
91901 91903 91906 91907 91909 Total

Not Attempted 0% 0% 0% 0% 0% 0%
Not Achieved 0% 0% 0% 0% 0% 0%
Achieved 100% 100% 0% 0% 100% 60%
Merit 0% 0% 100% 100% 0% 40%
Excellence 0% 0% 0% 0% 0% 0%
Combined Merit/Excellence 0% 0% 100% 100% 0% 40%

NCEA ANALYSIS OF RESULTS

Please note that you may wish to utilise the following documents in conjunction with your
analysis above and if so enclose these with this Analysis :
1. Subject information provided in the red NCEA folder at beginning of the year.
2. Summary NCEA statistics by standard (available in KAMAR).
3. School wide individual’s GPA analysis with your students highlighted in the ranked listing
(analysis for academic tie/colours awards – provided to HOFs from ROB) and passed onto
you.

TEACHER:
COURSE:

Reflection on this analysis:

1. Please make an overall comment on the quality of your subjects results in your view, that may relate to national %, decile 10 boys, or other
class groups in this subject area and/or your expectation of class performance.

Our boys did quite well in Digital Tech in 2023, there quality of work was of high standard. The year 13 class performance was better than I expected but
certain boys could have done better in some assessment standards.
2. Which Achievement Standard(s) are you most pleased with results wise and why?
I am pleased with all the assessment standards – the outcomes developed was of high standard.

3. Which Achievement Standard(s) are you most disappointed with, suggest issues here?
None

4. What programme changes have you, or will you plan to put into place in order to improve opportunities for your students?

I have combined AS91901 and AS91903. Moved it to term one and letting the boys know it is for 7 credits in total.
Programming Moved to term 2 and the external work to the end of term 3 – complete work 4 weeks before they need to sit the DCAT.

5. Identify any students you were particularly pleased with and suggest reasons.

Quinn Le Lievre, outstanding results for Digital tech. Always putting in their best. Going beyond expectations.

6. Identify any students you feel under-achieved and suggest reasons.

Sam Alexander – Sam lost interest in school during term 2. Just started doing limited work, no putting in all effort.

7. Make a comment about the performance versus expectation of:

A High ability band students

Managed their assessments well. Did enough research and asked questions to resolve any confusion on the assessments. They tend to go
beyond what was taught in class.

B Middle ability band students

Managed their assessments good. Did research and asked for clarification on certain aspects.

C Low ability band students

Managed their assessments poorly. Did no or limited research, did not ask for clarification on aspects. Tend to do only minimum.
8. Identify students who identify as Maori in this cohort and comment on how they have performed. Where possible, suggest reasons for
successes or under-achievements, along with any strategies you will put in place to endeavour to make this continue or discontinue, where
appropriate.
None

9. Identify any students who have not gained a minimum 14 credits and suggest approaches and strategies you would use to support boys to get
across this line.
None

10. Are there any other comments you wish to make?

The approach I am taking this year would be to guide the boys more with their time management and give them deadlines for certain topics to be
completed in their assessment.