Week 8 Term 4: Teacher Practice: AATEL Big Day Out PLD: My reflection (November 17 - November 21)

English Department @ AATEL BDO 2025

The English Department recently participated in the AATEL Big Day Out, an anticipated annual Professional Learning and Development (PLD) workshop that gathers English literature and language teachers from across Auckland. The day was structured to provide a rich platform for professional growth, featuring thought-provoking keynote speakers, such as author Josie Shapiro, and focused workshops, including a session led by Alex Moffat-Wood on planning Year 9 English courses in alignment with the new curriculum requirements. The event offered valuable insights and practical strategies for developing engaging and effective learning experiences for our students.

KEYNOTE SPEAKER: Josie Shapiro (author of Everything is Beautiful and Everything Hurts)

Josie Shapiro's "Everything is Beautiful and Everything Hurts"

The keynote address by author Josie Shapiro underscored the profound, intrinsic value of reading and writing, championing a shift towards student-led engagement. As Shapiro noted, “Reading for pleasure allows students to interrogate and explore texts in a meaningful way,” and “Letting them read what they want feeds their appetite for story and vocabulary.” These statements highlight the idea that authentic engagement, driven by personal choice, is the most effective pathway to deeper comprehension and organic vocabulary growth, far surpassing forced curriculum reading. Her points—that “The magic of books doesn't have to hit you once, it has many opportunities to find you”—provide an encouraging message for teachers to foster a lifelong love of reading rather than a single, high-stakes moment of realization. Finally, Shapiro powerfully articulated the enduring nature of literature, stating that “Writing transcends space and time” and that ultimately, “Reading gives an immense sense of empathy,” positioning literacy as essential not just for academic success but for developing profound human connection and understanding.

WORKSHOP: Alex Moffat-Wood (Planning a Year 9 English Course with the new curriculum)

Alex Moffat-Wood presenting @ AATEL

The workshop led by Alex Moffat-Wood, "Planning a Year 9 English Course with the new curriculum," focused on preparing for the curriculum changes, which are required for Year 9 starting in 2026 and for Year 11–13 from 2028 onwards. A core theme involved critical reflective questions, such as "What do you love about the subject English?" and "What does your akonga love about the subject English?" Key principles for effective planning include using the sequence statements to ensure the full scope of the curriculum is covered, weaving together teaching statements and teaching sequences, and ensuring opportunities to revisit and practice key concepts. The session clarified that teachers are not required to assess all content for each year level, and further expectations for Year 9 and 10 English will be provided. Crucially, "meaningful engagement" was defined as not having to align with a comprehensive text study; instead, it means teachers must choose texts that are both engaging and suitably challenging, and ensure interactions reflect the languages, identities, and cultures of all students.

Overall, the AATEL Big Day Out was an incredibly enriching and inspiring professional learning experience. The insights gained from Josie Shapiro on the power of reading for pleasure and empathy, combined with the practical, future-focused planning strategies from Alex Moffat-Wood, have provided a clear and motivating direction for our English department. It was a fantastic opportunity to collaborate with colleagues across Auckland and feel reassured and excited about implementing the new curriculum, ensuring we continue to foster meaningful engagement and a lifelong love of literature in all our students.

Week 7 Term 4: Totara House: Thanksgiving (November 17 - November 21)

Totara House @ Thanksgiving Assembly Term 4 2025

Every year, Totara House holds an annual Thanksgiving Assembly, a significant event where the entire house gathers to reflect on their journey throughout the year. This assembly serves as a crucial time to acknowledge accomplishments, overcome challenges, and appreciate shared experiences. It fosters a sense of gratitude for togetherness and the individual contributions made by each member, reinforcing the house values of Manaakitanga (respect, hospitality, and care), Kotahitanga (unity and togetherness), and Aroha (love and compassion). The assembly also provides an opportunity to look back on successes, such as Athletics Day and various Language Week campaigns, and to express hope for the future, ensuring every student feels safe, valued, and belonged.

Totara House Thanksgiving Assembly 2025

1 Thessalonians chapter 5 verse 18 reads “be thankful in all circumstances. This is what God wants from you in your life in union with Christ Jesus.” This verse encourages us to cultivate an attitude of gratitude in every situation, good or bad. It suggests that thankfulness is a fundamental aspect of a life connected with Christ Jesus. Practicing gratitude helps shift our perspective, allowing us to find peace and contentment regardless of external circumstances. Ultimately, it reflects a trust in God's plan and presence in all aspects of our lives. 

Totara House Thanksgiving Assembly 2025

Manaakitanga, Kotahitanga and Aroha are the Totara House values for 2025. Totara House has strived to embody Manaakitanga (respect, hospitality and care), Kotahitanga (unity and togetherness), and Aroha (love and compassion) in their collective journey. These values would have guided their interactions, fostered a supportive environment, and strengthened their sense of community throughout the year.  

Totara House Thanksgiving Assembly 2025

I have truly enjoyed working alongside you all and witnessing your incredible growth within the Totara values of discipline, commitment, and passion. Our achievements this year, from Athletics Day to our Samoan Language Week, Cook Island Language Week and Te Wiki o Te Reo Māori Language Week campaigns in 2025, are a testament to the spirit of Kotahitanga that you embody, the Manaakitanga (care and service) and Aroha (love) that you pour into our House. As your Dean, what has resonated most deeply with me is our shared commitment to togetherness—the powerful understanding that we will always pull together and work as one. For this unwavering spirit, I am profoundly grateful and commend every single Totara House student for your invaluable contributions this year. Thank you all!

I would like to acknowledge the Totara House Mentorship team - Ms Tuitupou, Mr Edmonds, Ms Ferguson, Mrs Rani, Mr Krishna, Mr Niko, Mr Sevilla, Ms Kolo, Mr Koch and Matua Harley. I am deeply thankful for your unwavering commitment to our house, mentor classes, and values. It is a true privilege to collaborate with such an exceptional team of mentor teachers.

Totara House Leadership 2025 + 2026 @ Thanksgiving Assembly 2025

I extend my sincere appreciation to the Totara House Leadership team for 2025. It has been a true pleasure to collaborate with such an exceptional group of gifted, talented, patient, and understanding students who have guided our house with aroha and mana. It has been an awesome, challenging and rewarding experience to journey through this with the House Leaders who have done an amazing job in leading their House this year. They have all led this house with integrity and mana and for that I am truly grateful and humbled. I want to acknowledge Tupou Peaua (House Captain), Louvina Palei (House Captain), Mamarei Henry Ru, Raymond Cullen, Viliami Misinale, Paula Pau’u and Etuate Toutai. Together, you ensured every student in our House felt safe, valued, and belonged. You ensured that our students were represented across the many House events and that representation was always guided by the spirit of togetherness and excellence.

Totara House Thanksgiving Assembly 2025

To the Year 13 students of 13TKl - Ms Kolo and all of our Year 13s - Thank you for your contribution, service and love that you have poured into Totara House since 2021. I remember when you started college in 2021 and how quiet and chill you were as a cohort. Your class may have changed over the years with the departure of your mentor teacher Ms Paketama who led you for Year 9, 10 and 11. I would like to acknowledge Ms Paketama for her leadership in setting the foundation with you all when you started in Year 9. To Ms Kolo who led you for Year 12 and Year 13 as your mentor teacher. As well as being your English teacher for 4 out of your 5 years at college. I want to acknowledge Ms Kolo’s commitment, stewardship and love that she wrapped around 13TKl. We remember all of the students who have come and gone from 13TKl and wish them all of the best in this new era.

In conclusion, let us carry the spirit of thanksgiving and the values of Manaakitanga, Kotahitanga, and Aroha with us. May the bonds of Totara House continue to strengthen as we look forward to another year of shared achievements and growth, forever grateful for our journey together.

Week 6 Term 4: Totara House: Te Wiki o Te Reo Maori Language Week (November 10 - November 14)

Te Wiki o Te Reo Māori Language Week is a vital annual event dedicated to celebrating and revitalizing the Māori language. It serves as a crucial platform to encourage the wider use of Te Reo Māori in everyday life, fostering a deeper understanding and appreciation of Māori culture and identity within Aotearoa. At Tamaki College, Te Wiki o Te Reo Māori Language Week is vibrantly celebrated with an inter-house haka competition. This event brings together students from different houses to perform traditional Māori haka, showcasing their passion, unity, and respect for Māori culture and language. It's a powerful display of school spirit and a meaningful way to honor Te Reo Māori. Each House (Kowhai, Puriri, Rata and Totara House) were given the task of performing an item and the compulsory item that they needed to include in their set was the whakawhiti. Whakawhiti translates to 'crossover' or to 'transfer'. Each House had to perform a cross over or a transition in their set. 

Totara House learning haka with Matua

Totara House learning waiata with Matua

Totara House dedicated three weeks to learning waiata and haka, guided by Matua Harley Wade, who taught them all original compositions. This diverse group comprised students from Year 9 to Year 13 within Totara House, representing a rich tapestry of different backgrounds. The students met every lunch time to learn the waiata and haka that Matua Harley wrote specifically for Totara House. It is an honor to have had Matua Harley guide, direct, lead and teach Totara House during the preparation for the House competition. Learning and embracing Te Reo Maori was the focus for Totara House - many of the students were new to this and Matua Harley wanted to ensure that the students felt safe, comfortable and confident in this new space. 

Totara House Kapa Haka Group 2025

The students performed well at the House event (which took place at the end of Term 3). They were confident, comfortable and engaged with the set that Matua gifted them. Totara House achieved 1st Place at the House event and this is something that they are really proud of. Especially in learning and celebrating Te Reo as first timers. As their Dean, I am proud of their commitment and effort that they poured into this campaign. I am equally proud and grateful for the mentorship of Matua who took care of us during the 3 week preparation. 

Totara House Leaders with Matua after Prizegiving 

Learning languages and embracing diverse cultures significantly enhances a student's success by fostering a broader perspective and critical thinking skills. It cultivates empathy and understanding, enabling students to navigate an increasingly interconnected world with greater cultural intelligence. Embracing a student's culture, identity and Te Reo Maori in their learning environment is crucial for fostering a sense of belonging, self-worth, and academic engagement. When students see their cultural backgrounds and personal identities reflected and valued in the curriculum and classroom, it validates their experiences and encourages deeper participation. Ultimately, recognizing and celebrating individual and cultural differences empowers students to thrive both academically and personally, preparing them to be confident and contributing members of a diverse society.

Week 5 Term 4: English Department: Junior and Senior English Program for Term 4 (November 03 - November 07)

As Term 4 approaches, the Tamaki College English Department is eagerly anticipating a dynamic and engaging period for both our Junior and Senior English programs. We are excited to continue fostering a love of language and literature, building on the successes of the year and preparing our students for their upcoming challenges and achievements. 

JUNIOR ENGLISH PROGRAM TERM 4

For our junior English program in Term 4, the focus will be on the completion of common assessment tasks, particularly speeches, which will mark a significant milestone in their learning journey. Alongside this, we will be diligently preparing our students for their upcoming exams, equipping them with the necessary skills and knowledge to confidently approach their assessments.

SENIOR ENGISH PROGRAM TERM 4

As Term 4 unfolds, the senior English program at Tamaki College is intensely focused on guiding students through the crucial final stages of their internal assessments and comprehensive preparation for the upcoming NCEA examinations. This period is a demanding yet rewarding culmination of their year-long efforts, where every lesson and activity is strategically designed to solidify their understanding and refine their skills. For our NCEA Level 3 English students, the countdown is on for their exam on Wednesday, November 05. Similarly, Level 2 English students are gearing up for their exam on Thursday, November 06, and our Level 1 English students will sit their exam on Tuesday, November 11. These dates serve as critical milestones, around which our curriculum is meticulously structured. We are dedicating significant time to revisiting key texts, analyzing literary techniques, honing essay writing skills, and practicing exam-style questions under timed conditions. Beyond the academic rigor, the department is also committed to providing holistic support, recognizing the immense pressure students face during this time. We are fostering a supportive learning environment where students feel empowered to seek assistance, engage in collaborative learning, and manage their workload effectively. Our goal is not just to prepare them for exams, but to equip them with the resilience and critical thinking skills that will serve them well beyond Tamaki College. We are confident that with their dedication and our unwavering support, our senior English students will achieve a strong and successful finish to their NCEA journey. 

As we enter the final stretch of the academic year, the English Department is fully committed to ensuring a strong finish for both our junior and senior English students. With internal assessments and common assessment tasks for the junior school in full swing, we are focused on providing the necessary support and guidance to help every student achieve their best. We believe that by prioritizing our collective efforts and fostering strong collegiality amongst ourselves, we can create an environment that empowers our students to cross the finish line successfully. 

Week 4 Term 4: English Department: Goals for Term 4 (October 27 - October 31)

As we approach Term 4, our goals as a Department will be focused on the completion of our student assessment schedule for our NCEA Level 1, 2 and 3 English students. We are also looking at completing our priority administration goals which include our Internal Moderation Coversheets and Professional Growth Cycle document. I am hoping to also lock in our programs for 2026 to ensure that we are all on the same page on who we are teaching and know what we are teaching. Below are some of the goals that we would like to work towards in Term 4.

Finishing Internal Assessments and preparing for Derived Grade Assessment

We know that Term 3 is our last full term with our senior students. We are looking to use the time well to ensure that our senior students complete their internal assessments and that they are also prepared for their Derived Grade Exams which will take place in Week 7 Term 3.

Preparing our Senior students for External Assessments

External assessments are an integral part of our Senior English program. We are pleased with our Derived Grade Assessment that we did with our students in Term 3. We are looking forward to preparing our students for their final external assessment in November in Term 4.

Completing our Administration Documents

As a Department, we know that administration is an important priority. We are going to prioritize time in Term 4 to complete our Internal Moderation Coversheets and our Professional Growth Cycle documentation.

As an English Department team, the importance of completing our goals together cannot be overstated. A strong sense of collegiality and shared purpose among teachers can profoundly influence our collective success. By prioritizing our relationships and aligning our efforts, we not only foster a supportive environment for ourselves but also create a more cohesive and effective learning experience for our students, ultimately driving us towards our finish line with greater impact.

Week 3 Term 4 - English Department: Review of Senior English Program Term 3 (October 20 - October 24)

The Senior English review for Term 3 will highlight the student achievement data for our NCEA Level 1, 2, and 3 English classes, delving into the narratives and factors that underpin these results. This review aims to provide a deeper understanding of student progress, identifying areas of strength and opportunities for growth across all levels. By examining the "story behind the data," we will explore the pedagogical approaches, and student engagement strategies that have contributed to the observed outcomes. 

This analysis will inform future planning and interventions, ensuring that our English programs continue to effectively support student learning and achievement. The review will serve as a crucial tool for departmental reflection and strategic development, fostering a data-informed approach to enhancing educational experiences and outcomes for all students.

NCEA Level 1 English Student Achievement Data Term 3 2025

For Term 3, 127 students are in the NCEA Level 1 English program. Twenty-eight students currently have 0 credits. Eighty-one students have 5 credits from internal assessment 91924. Fourteen students have 10 credits from full Literacy CAA or a mix of CAA and assessment 91924. Four students have 15 credits from both Literacy CAA and assessment 91924. The dedicated teachers, Mrs. Pravina Harde, Mr. Jeremy Spruyt, Mr. Faiyaz Hoosein, Ms. Anahina Latu, and Ms. Francis Kolo, thank you for your commitment and dedication to our NCEA Level 1 English program.

NCEA Level 2 English Student Achievement Data Term 3 2025

There are 136 students in the NCEA Level 2 English course. Fifty-two students currently have 0 credits. Credit distribution includes 11 students with 4 credits, 3 with 6 credits, 22 with 8 credits, and 15 with 10 credits. Additionally, 33 students have attained 14 credits. The teachers, Mrs. Pravina Harde, Mr. Jeremy Spruyt, Mr. Faiyaz Hoosein, Mr. Jeiel Sevilla, and Ms. Francis Kolo, are acknowledged for their commitment to student learning and achievement.

NCEA Level 3 English Student Achievement Data Term 3 2025

The NCEA Level 3 English course has 76 enrolled students. Of these, 19 students currently have 0 credits. Other students hold various credit totals: 11 have 3 credits, 7 have 6 credits, 31 have 7 credits, 1 has 9 credits, and 6 students have 13 credits. Appreciation is extended to NCEA Level 3 English teachers, Ms. Anahina Latu and Mrs. Pravina Harde, for their dedicated support in fostering student learning and achievement.

We are eagerly anticipating the opportunity to collaborate with our NCEA Level 1, 2, and 3 English students as they navigate the final stages of their internal assessments and gear up for external examinations. Our focus will be on providing targeted support, clarifying expectations, and offering constructive feedback to ensure every student feels confident and well-prepared. We are committed to fostering a supportive learning environment where students can refine their skills, address any challenges, and ultimately achieve their academic goals. Together, we will work diligently to ensure a successful and rewarding end to the academic year.

Week 2 Term 4 - English Department: Review of Junior English Program Term 3 (October 13 - October 17)

The theme for our Year 9 and Year 10 English program for Term 3 was “We are storytellers”. The focus for this term was to encourage our students to use their voice and express their voice, thoughts, feelings and opinion when crafting their texts. Whether it be a response to text essay, creative writing or speech - we always encourage our students to use this as a platform to share and express their thoughts. There were a variety of texts that we used this term from Witi Ihimaera’s ‘Big Brother Little Sister’ to the films ‘The Freedom Writers’ and ‘Red, White and Brass’ . The Common Assessment Task that our Year 9 and Year 10 students have been working on in Term 3 was Creative Writing and Speech.
 

9TTt presenting their book creator texts (Term 3)

We continue to use the online literacy app - StepsWeb. The students spend ONE period a week in the library on StepsWeb. We also use the library period for our students to read (the shared class text or a text of their own choice). This aligns with one of our Department goals in our Junior English program ‘Read for Pleasure.’ We are hopeful that we can use some of our student’s creative texts for our Department publication of ‘Our Voices.’

9TTt presenting their book creator texts (Term 3)

The English department is eagerly anticipating Term 4, ready to support our students in successfully completing their common assessment tasks and thoroughly preparing for the final examinations. We are committed to providing all necessary resources and guidance to ensure every student feels confident and well-equipped for the challenges ahead.