1. Disaggregating Data TiLLY SaLLY WiLLY MiLLY

2. Teaching as Inquiry - question How does the use of a variety of ICT tools incorporated with other non-ICT learning activities enhance student confidence and achievement in speaking Japanese?

3. XXX school is a decile 8, full primary, urban Catholic School in Hamilton. There are 362 students and 26 ethnicities represented within the school – our school flags represent this diversity… 68% 13% 5% 4% 3%

5. NameYearGenderEthnicity Student voice relating to prior knowledge in other languages and cultures. Personal Goal Learning Style / Stanine Kenji 8MaleSamoan “My mum and dad speak Samoan fluently but I can only speak and understand parts of it.” To learn as much Japanese as I can. Kinesthetic 5 Daisuke 7MaleNew Zealander “I have family in Croatia and have travelled around Europe for a month.” To introduce myself to a Japanese person and tell them my interests. Kinesthetic 7 Takashi 7MaleMāori“I am a quarter Māori. My mum can speak quite a lot of French.” To have a conversation in Japanese when meeting someone for the first time. Visual 9 Yuko 7FemaleCongolese “I can speak French fluently, and have a basic conversation in Swahili, Lingala and Kikongo.” To introduce myself and tell people what I like and don’t like and say good bye politely. Auditory 4 Aki 7FemaleIcelandic“My Dad speaks fluent Icelandic and I can understand parts of it.” To be able to talk about myself in Japanese. Kinesthetic 6 Noriko 8FemaleNew Zealander “I don’t speak any other languages. I would like to travel overseas one day.” To introduce myself to a Japanese person and tell them a bit about myself. Visual 7

6. Teaching as Inquiry - question How does increased target language input via podcasts lead to increased confidence in speaking and an improvement in pronunciation?

7. The focus group was a Year 10 French group taught by SC. There are 31 students in the class with the following ethnic composition. Composition of focus group by ethnicity. Class disaggregated data indicates that there is one Māori student and one Tongan student. They were involved either in the focus group or the control group and this allowed me to consider Ako and links to Ka Hikitia as part of the project.

8. Teaching as Inquiry - question How does an increased awareness of second language learning pedagogy (PCK) and the incorporation of relevant second language learning methodologies into PowerPoint improve student learning outcomes?

9. Context 10 Spanish Class

13. Teaching as Inquiry - question How does providing students with opportunities for enhancing output through creating their own educational videos improve their speaking ability?

14. Demographics for Yr11 Spanish EthnicityGender

15. Target Group StudentGenderEthnicityLanguages Spoken at Home Prior Spanish Learning Prior Achievement Level 1FemaleSouth East AsianPilipino Spanish and English 1 yearHigh 2MaleNZ EuropeanEnglish2 yearsLow 3MaleIndianEnglish4 yearsMedium 4FemaleOther EuropeanEnglish & Afrikaans 2 yearsHigh 5FemaleMaoriEnglish3 yearsMedium 6FemaleNZ EuropeanEnglish2 yearsLow

16. What do you need to know? YOU = The teachers at your table, are organising and leading a cultural / sporting educational tour to an overseas country. What information do you need to know about each other? Show this in a user-friendly way.

17. What do you need to know? What information do you need to know about your students? Why? What data needs recording? How?