LIBERATING EDUCATION 096 ST PATRICK’S COLLEGE STRATHFIELD LUMEN 2024 MATHEMATICS Stepping into the role of Head of the Mathematics Department at St Patrick’s after Mr Wheatley’s impressive 20-year tenure was undoubtedly daunting. His legacy set a high standard, and I quickly realised the significant challenges I faced in filling such big shoes. This transition compelled me to view education from a different perspective, recognising that my role involved not only working with students but also supporting colleagues who required guidance in their teaching roles. This experience highlighted the importance of teacher cooperation and the shared goal of making a meaningful difference in our students’ education. Having worked at St Patrick’s for four years prior to my appointment, I was fortunate to be part of a dedicated team committed to fostering the academic growth of our young men. Collaborating closely with my colleagues has opened my eyes to new challenges that extend beyond classroom instruction. Additionally, engaging closely with parents has highlighted the significance of homeschool partnerships in supporting student success. One of my primary responsibilities has been ensuring that students have access to the necessary resources. Our main platform, Canvas, has been instrumental in this regard, allowing us to centralise materials for all boys. Each student has access to CambridgeGo, our textbook platform, along with various other resources for stages 4-6. We have also incorporated past examination papers from external sources, which have significantly improved our assessment practices and better prepared our boys for their HSC in Year 12. In 2024, we introduced new programs and scope and sequences for Stage 4 and Year 9 in Stage 5, with Year 10 set to be introduced in 2025. This transition has presented challenges, as some topics have been moved between stages, creating an overlap where students are engaging with both the old and new syllabi. We are currently adjusting our teaching models to ensure that all curriculum outcomes are effectively addressed. In Stage 5, we implemented a core and pathways structure, allowing students to explore mathematical concepts according to their abilities. The pathways include advanced, standard, and extension options, catering to diverse learning needs. Additionally, we introduced a class focused on the pathway to advanced, taught at a slower pace to integrate some topics from the standard pathway. This approach allows students to demonstrate their strengths before settling into a definitive pathway in Year 10, ultimately enabling them to explore their mathematical abilities before choosing HSC courses in Stage 6. At the end of Term 4 in 2023, our Mathematics Faculty collaborated to write programs and scope and sequences, which we have spent much of 2024 refining based on our teaching experiences. As we finalise our Year 10 programs and scope and sequences, we eagerly anticipate its implementation in 2025. Looking ahead, we are also preparing to implement the Stage 6 syllabus, with all teachers pursuing accredited courses to enhance their readiness for teaching the upcoming Year 11 cohort. Competitions have been a highlight this year, with 30 students participating in the Mathematics Olympiad during Terms 2 and 3. This competition attracted over 35,000 participants from across Australia and New Zealand, challenging students to creatively solve complex problems. Our team ranked in the top 30%. Additionally, while we did not conduct the Australian Mathematics Competition this year, we plan to run it in 2025. Our previous results were outstanding, with nearly 100 students achieving credits or higher, with standout performances including Denzel Tan with High Distinction. Our accelerated classes in Years 9, 10, and 11 have maintained a rigorous pace, with challenging assessments. Ms N Lamir, Dr V Lavorato, and I have been actively involved in these classes, eagerly anticipating their performance in the HSC, which they will sit one year ahead of their peers. In conclusion, despite the challenges faced in 2024, the collective energy of our staff and the enthusiasm of our students made this year a fulfilling experience. The Mathematics Faculty looks forward with confidence to the opportunities and challenges that await us in 2025. Mr M Tabbara Head of Mathematics Year 9 Accelerated Math With Ms N Lamir Year 8 Math With Mrs B Antaw Year 10 Accelerated Math With Dr V Lavorato Year 11 Accelerated Math With Mr M Tabbara
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