HOD Day 2018

link Resources are available here

Maths HOD and MU holders day 2018

When: Friday 11th of May.

Where: Waipuna Conference Centre in Mt Wellington.

Time: 8.00 am to 3.15 pm 


AMA School Members $120 (incl. GST)

AMA Personal Members $120 (incl. GST)

Non-members $150 (incl. GST)

Pre-service Teachers $100 (incl. GST)


Payment details:

Payment should be made to the Auckland Mathematical Association (GST Number 55-126-402) as soon as possible after registration is confirmed.

Details of payment methods will be included in the information sent with confirmation of registration.

Registration Information:

Notice of late withdrawal:

If, after registration, you cannot attend, you are welcome to send a replacement from your school. If you don’t have a replacement please let us know because there could be a waiting list. Deadline for withdrawal and refund is 12 noon Wednesday 9th May 2018.

Before proceeding to register:

Please ensure that you have selected the workshops you wish to attend. You will be asked to choose, in order of preference, three workshops in each of the three sessions. We will do our best to give everyone at least 2 of their first 3 choices.




8:00am – 8:50am           Registration, Tea and Coffee

8:50am – 9:00am           Introduction from  President AMA 2018

9:00am – 10:00am        Plenary Speakers




Plenary : Rozanne Donald

Bio: Rozanne is currently an Aitken Fellow at the Centre for Educational Leadership. She has taught at Onehunga High School, AUT University and was appointed Director of Professional learning at St Cuthbert’s College in 2011. Rozanne completed a Masters degree by research in Educational Leadership in 2013 at The University of Auckland and has since published on the topic of decision-making in educational leadership. Her interests include problem-solving in learning organisations, the efficacy of communities of learning and teaching computational thinking.

Title:  Managing change effectively – build relationships AND make progress

Abstract: Managing change is often talked about as a process of persuasion and just a matter of how well you sell your ideas. Managing change by persuasion assumes the proposed change is going to result in improvement, and also assumes that those that question it simply haven’t understood. These assumptions are likely to destroy relational trust between leaders and teachers because proposed improvement often does not eventuate despite enormous efforts and the expenditure of everyone’s time and energy. This presentation will use practical examples of middle leadership to deconstruct the notion of change management and take a problem-solving view to establish a theory of improvement rather than a theory of change.

10:15am – 10:35am      Interval

10:35am – 11:35am      Workshops 1

1A          Masina Po’e-Tofaeono and Alan Gil delos Santos               Papatoetoe High School

Title:  The PHS Support Class Programme: Sharing our Experience

Abstract: The Support Classes in PHS are created to address the learning needs of our low-achieving students. In the past five years, we have had some successes and challenges.  This presentation will discuss what we perceived to be the multi-faceted factors that have contributed to recent successes in raising the achievement of students who find mathematics challenging

1B          Liang Qiu and Amy Shen               Baradene College

Title: Differentiated Teaching and Learning Algebra

Abstract:  Algebra is an important and integral part of Mathematics. In this workshop, we will discuss some of the barriers to our students’ learning of Algebra. We have developed successful strategies which will assist our students in gaining a better understanding of both the concepts and the abstract thinking involved in Algebra. We would like to share learning strategies such as course design, baseline data analysis, e learning tools and reinforcing essential algebraic skills. Our activities will assist all students of varying abilities.

1C          Elizabeth Sneddon               Ormiston Senior College

Title: Anywhere, anytime assessment for Level 1

Abstract: Over the past 14 months we have been writing and assessing Level 1 students with anytime, anywhere assessments. This has been the key to implementing personalised learning for all Year 11 students, and ensuring that they sit the assessment only when they are ready. They work at their own pace, complete practice tasks, and then sit the assessment. Come along to this session to find out more about the practice assessments, and assessments that we have written, and find out how we manage authenticity and validity of students’ work. Each student is given a unique assessment, so that we are assessing them individually.

1D          Rozanne Donald               Aitken fellow, University of Auckland Centre for Educational Leadership

Title:  A practical view of leadership behaviours and capabilities that build trust

Abstract: This workshop follows on from the presentation on effective change management. You will have a chance to test problem solving frameworks and trust building leadership models using your own leadership dilemmas and experience. There will be a specific focus on leading improvement and review processes within your department.

1E          Peter Radonich and Kate Jones               http://www.stemonline.auckland.ac.nz/

Title:  STEM Online NZ:  A fresh approach to Tables, Equations and Graphs

Abstract: This workshop is an opportunity to actively explore this new interactive online resource for Tables, Equations and Graphs (91028) and develop ideas on how it can be integrated into your department’s programme. Table, Equations and Graphs is part of the STEM Online NZ project which is a blended, online local teaching and learning resource available free-of-charge to all secondary schools. It is designed to support the teaching of the NCEA Level 1 -3 standards. While primarily aimed at teachers who are not subject specialists it can be used by any teacher. The aim of the project is to increase the number of students who view physics and mathematics as interesting and relevant and the number who are successful in these subjects – especially those who have been traditionally under-represented in the sciences. This workshop will provide an overview of the design, illustrated with examples of the interactive learning content, videos, quizzes, animations and game based elements, as well as describing the role played by two University of Auckland students as presenters of each module, in video and avatar form.

To make the most of the session, we would like those attending to have self – registered with the University of Auckland prior to the workshop so that they have access to the resources on our learning management system. They will also need to have a laptop computer at the workshop


11:40am – 12:40am      Workshops 2

2A          Becky O’Gram               Westlake Boys High School

Title: Gamification, with a bit of a flip

Abstract: Gamification is NOT the use of games as activities in class to engage with snippets of content. Rather, it turns the entire unit of work, term or a whole year into a game. It doesn’t matter what content you’re covering, this can be incredibly effective in getting students on board and engaging with Maths. And… it is so much fun! I will also touch a little bit on flipped learning and how I use gamification to hold students accountable for their pre-learning before class.

2B          Ro Bairstow               Kings College

Title: From the banda and log tables to the iPad 

Abstract: Ro will highlight how teaching resources and their methods of production have changed over the years focusing on the recent developments in digital technology. He will demonstrate the resources he has produced and distributes free to teachers and students. These include eBooks, games, Apps and a content website for Years7 to 12 covering all topics in the maths curriculum. He will also provide student feedback and comment on how his teaching has changed and the impact on learning and achievement of these new resources.

2C          Nicola Petty               Statistics Learning Centre http://statslc.com/

Title: Mind the Gap! What is happening in Primary maths in 2018

Abstract: In this blame-free workshop Dr Nic Petty and teachers will explore the following questions, and explore ways to improve transition from primary to secondary maths.
· Has the numeracy project been a success in helping primary teachers to improve the standard of maths teaching?
· What is Bobbie Maths and who is Jo Boaler and why should you care?
· Why do the Year 9s have such longwinded processes for simple arithmetic?
· What do primary teachers think of strand?
· Why do some Year 9 students find High School maths so dull?
· Why do so many primary teachers have maths trauma and how does that affect their teaching?

Dr Nicola Petty (Dr Nic) is well known for her innovative and engaging approaches to teaching statistics and mathematics. She has spent the past 25 years developing online and physical learning resources for primary, secondary and university students. Nicola is a qualified high school mathematics teacher with additional experience teaching innovative primary school mathematics lessons and running mathematics events. Nicola writes a well-respected mathematics and statistics learning and teaching blog and keeps current with thinking and research. She is co-director of Creative Maths, a social enterprise with a mission to invent, create and disseminate resources and ideas to enable people to learn and teach mathematics and statistics in a more enjoyable way. Creative Maths includes Statistics Learning Centre.

2D          Kerry Newnham               http://www.facebook.com/nzpieceofpi

Title: Piece of Pi – Tackling Maths Anxiety in Girls

Abstract: Maths anxiety is an emotional reaction to maths which creates a disproportionate dread of the subject matter, ultimately leading to avoidance. Because of the cumulative learning process involved in maths, once a student’s learning has been impacted by the anxiety it is subsequently very difficult to recover. It is difficult for teachers to address maths anxiety because the classroom environment itself is likely to be a trigger of the anxiety, however teachers play an essential role in identifying this as a likely learning issue. As it is an irrational response rather than an intellectual capacity problem it needs to addressed differently to academic learning issues.


2E          Sally Van Praag               Albany Senior High School

Title: Throwing them off the success train and getting them to learn to drive themselves

Abstract: This term I have undertaken an action research project into Learner Agency which has resulted in me entirely stopping talking from the front of my Level 3 Calc class. The students have been researching online, reading actual books, watching videos, discussing heatedly, and basically attempting to drive their own learning forward rather then me spoon-feeding them to the end of the year as they usually hope I will.
This is not an abdication model though, more a web of intentionality if you will, and if anything I feel more aware of and able to support each student and their strengths and weaknesses than ever before.
This approach came from a discussion with them around the need for them to learn to stand on their own two feet and that school might be a good place for them to learn some of the study skills and attributes that they will need for University next year. It hasn’t all gone smoothly and there has been a lot of learning on all sides but the good news is that they aren’t further behind than the other classes in the dept and I have a lot more time available to have meaningful conversations that matter with students.This workshop will involve a presentation of my journey so far and the opportunity to challenge yourself to think about what would happen if you did less so that they could do more… I look forward to meeting you and sharing ideas.”

12:40am – 1:30pm        Lunch

1:30pm – 2:30pm           Workshops 3

3A          Jared Hockly               Western Springs College

Title: Leading a Major Shift in your Maths Department

Abstract: Sometimes it becomes apparent that a major shift is required in the way your department does things. In this session we will look at how to prepare for, and enact a major shift. As an example I will present an a change we made at Springs: we made a decision to move from ability banded (streamed) classes to mixed ability classes, there is a lot that goes into making a decision like this and planning to to make it successful. Curriculum leaders not interested in moving to mixed ability teaching will still find use in the journey described. There will be time for participants discuss difficulties they’ve had in trying to bring about change.

3B           Robyn Headifen and Marion Steel                Team Solutions and Epsom Girls Grammar School

Title: Growing great statistics teachers

Abstract: Every maths teacher needs to also be a teacher of statistics. The NZ curriculum changed its statistics focus in 2007 introducing an approach that teachers were not trained for. How have you overcome this? Or are you still struggling with leading the change in your department? This workshop is for us to share and discuss the challenges we face, what has worked and what hasn’t as we grow our teachers into great statistics teachers

3C          Nicola Petty               Statistics Learning Centre http://statslc.com/

Title: Maths and drama

Abstract: Improvisational drama can be used in maths class to break down barriers, encourage creativity and have fun. Use the three-headed expert to explain a statistical graph. Use physical movement to explore transformation geometry. Adapt games to help develop communication, creativity number sense and understanding. Engage students and get them talking about maths.

In this workshop Dr Nic Petty will introduce some games from improv and as a group we can experiment and see how they could help enliven maths classes. All will be expected to participate.

Dr Nicola Petty (Dr Nic) is well known for her innovative and engaging approaches to teaching statistics and mathematics. She has spent the past 25 years developing online and physical learning resources for primary, secondary and university students. Nicola is a qualified high school mathematics teacher with additional experience teaching innovative primary school mathematics lessons and running mathematics events. Nicola writes a well-respected mathematics and statistics learning and teaching blog and keeps current with thinking and research. She is co-director of Creative Maths, a social enterprise with a mission to invent, create and disseminate resources and ideas to enable people to learn and teach mathematics and statistics in a more enjoyable way. Creative Maths includes Statistics Learning Centre.

3D          Katalina Ma               Mangere College

Title: New Year… New school and position?

Abstract: It’s not easy starting at a new school let alone in a new position. This workshop looks at the highs, the lows and the learning journey of a new HOD. Discussions around different leadership styles and how they have moulded my outlook on running an effective department. In addition to this we will look at a few resources and tools used within the department as well as the importance of underlying factors that improve morale and collegiality.

3E          Lucy Edmonds               Green Bay High School

Title: Backmapping Senior to Junior courses – integrating course pathways through and out of the school

Abstract: While backmapping does not immediately sound like the most scintillating task – it is the backbone of most decisions in a department. Having students and parents understand the meaningfulness of the strands they are learning can have a powerful effect on student engagement.

Backmapping courses through the year levels can be one of the most challenging and rewarding tasks a department can perform. Linking the junior curriculum to the senior means students can transition through courses with meaningful purpose. While recognising that each school is different, the workshop will demonstrate some pitfalls to avoid, possible alternative course pathways such as the Financial Literacy unit standards, how the process can be mapped onto Visible Learning and adjustment of assessment practice. Please bring a laptop.

2:30pm – 3:15pm           Afternoon Plenary & Prizes


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