Week 2 - Term 3 - 2026

He iti kai mā te kotahi e kai, kia rangona ai te reka

If something is too small for division, do not try to divide it

Week 2 27 Hōngongoi -  31 Hōngongoi Mon - BOT Meeting  Mon - Quad Tournament  Tues - Numeracy 'bite-size' Wed - LEFs due  Wed - Manukura Rugby Game  Wed - Orchestra Day  Thurs - Discovery Coaching  Thurs - Otago Uni Course Planning  Thurs - Year 13 Classical Studies Trip  Thurs - International students marae                   visit  Sat - Year 11 Semi-Formal	Week 3 3 Here-turi-kōkā - 7 Here-turi-kōkā Mon - Dance NZ Made  Tues - Literacy 'bite-size' Wed - Australian Maths Compt.  Wed - Massey Uni Open Day  Thurs - Senior Chirnside Compt.  Fri - NZ Squash Champs  Fri - International Ski Day  Fri - Yr11-13 Pūhoro Wānanga
Assembly Mon - Year 9 (GYM) and Year 13 (PAC) Wed - International Assembly             Year 12 in PAC	Assembly Mon - Ako time (subject selection) Wed - House Assemblies Connon - Library Deans - Atrium or L2 common if wet Harper - Math Quad or Gym if wet Rolleston - Staffroom Selwyn - PAC Sheppard - Gym
Meeting  Mon: TWH Meeting  Tues: PL (TOD preparation)  Thurs: PCT (126)	Meeting  Mon: PL - Embed  Tues: Staff Meeting  Thurs: Nil

Information for Staff

Numeracy CAA Summary Report for July 2026

In May 2026, 49 senior students participated in the Numeracy Co-requisite Assessment. To support preparation, students were provided with a Google Classroom containing practice materials, and offered tutorial support during Wednesday period 1. The assessment resulted in a 55% pass rate. This group of students primarily consisted of students who had previously attempted the assessment without achieving a successful outcome, or students new to the school. Overall, this pass rate is an improvement from previous year’s senior student pass rate

May 2026 Numeracy Results

Outcome	Number of students
Achieved	27
Not achieved	22
Absent	3
Total entered	52

Student Feedback Reports

The student feedback report shows the amount of evidence by outcome (there are 3 for numeracy).

Outcome 1 – Form the maths Students recognise what the question is asking, pick out key information, and choose appropriate mathematical or statistical methods to use in the situation
1  no evidence	12 Minimal evidence	10 Weak evidence

Outcome 2 – Do the maths Students carry out the calculations and procedures accurately, including multi‑step problems, using the methods they have chosen.
3  minimal evidence	19 weak evidence	1 Sufficient evidence

 

Outcome 3 – Explain the maths Students explain and justify their answers, showing why their method makes sense and why the result is reasonable in the real‑life context.
6  Minimal evidence	10 weak evidence	7 Sufficient evidence

From the above feedback, Outcomes 1 and 2 appear to be priorities for these learners as this was the school’s weakest areas in the assessment.  This translates to targeted work on reading questions, unpacking contexts, and selecting operations for outcome 1 (forming maths). For outcome 2 targeted teaching on core procedures, and multi‑step problem solving.

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Question 2: Literacy

Which of the following best describes inferencing when reading?

1. Finding the meaning of unfamiliar words using a dictionary.

2. Identifying the main idea in the first paragraph only

3. Using clues from the text and prior knowledge to work out meaning that is not directly stated.

4. Reading the text aloud with correct pronunciation.

Question 2: Numeracy

Walking shoes can last about 480 km. A person walks 12 km three times a week. How many weeks should their shoes last?