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.

Week 1 Term 4 - English Department: Review Term 3 (October 06 - October 10)

Term 3 is always a busy time of the year. The collision of teaching, learning, student assessments, student achievement, language weeks, PLD sessions, extra curricular activities, derived grade assessments and everything in between is how I remember Term 3. For the English Department, Term 3 was a period where we were able to design, collaborate, share and create with our akonga in our classroom. Term 3 was also a period where we were tested, challenged and pushed to our limits. Overall, I believe that there has been some great learning in Term 3 for both our students and ourselves as kaiako and educators. An important focus for us this term was designing our unit for the new NCEA Level 1 English internal assessment (1.2 - Develop ideas in writing using stylistic and written conventions). The assessment encourages the students to do the assessment independently as they have skills on how to craft different texts. As a team, we designed a unit of learning that focused on the teaching and learning of different genres and styles of writing. We decided on Personal Account Writing and Narrative Writing as the genres that we wanted our students to learn and eventually write in. The student’s response to the unit has been positive and we are really pleased with how they have embraced their chosen style of writing and crafted their own unique texts. Designing, collaborating and creating a unit that is meaningful to us as teachers and collectively as a Department has been a highlight for us.

English Department PLD @ Term 3

Another highlight for our department was working together and sharing our PLD for our colleagues earlier in Term 3. Our PLD session focused on the importance of collegiality and how teachers relate to each other. Building on previous sessions about teacher-student relationships, this session emphasizes teacher-to-teacher connections, especially as the year approaches its busy end. We were inspired by the English Language Department and the Social Science Department and their PLD sessions on the importance of Teacher and Student relationships. We took a different approach, where we wanted to focus on and highlight the importance of teacher to teacher relationships, collegiality. The aim of our PLD was to encourage self-reflection and prioritize colleagues, recognizing that strong teacher relationships are as vital as teacher-student relationships, and that connectedness among teachers can positively impact student achievement. The session involved checking in and reflecting on relationships within subject areas. We had two areas that we looked at specifically which were 'How relationships matter' and 'How to cultivate strong relationships.' Both sessions were led by Mr Jeremy Spruyt and Ms Anahina Latu. I led the opening remarks, ice breaker and closing reflection.

As I reflect on Term 3, I am deeply appreciative of the incredible dedication and effort our English Department team has poured into supporting our students. Term 3, in particular, presented its unique challenges, and your tireless work has been truly invaluable. Looking ahead, I am grateful for the commitment each and every member of our English Department has shown in their service during Term 3. It's a humbling thought, but one I firmly believe: my role as HOLA simply cannot function without the collegiality and support of my colleagues. Therefore, I want to extend my thanks and acknowledge the entire English Department—Ms. Anahina Latu, Mrs. Pravina Harde, Ms. Francis Kolo, Mr. Faiyaz Hoosein, Mr. Jeremy Spruyt, Mr. Jeiel Sevilla and our honorary Department member Mrs Viv Hall —for your commitment, professionalism, drive, and enthusiasm. Your dedication to our learning area, to our learners, and to each other is the bedrock of our success. The true strength of our Department lies in the depth of our relationships and the shared history we are building together. I am truly thankful for your trust in my leadership. With that appreciation in mind, let us now turn our attention to reviewing our Term 3 Junior and Senior English program.

Week 10 Term 3: English Department: PART TWO - NCEA Level 1 English Internal Assessment: 1.2 91926 (September 15 - September 19)

 In my previous post I outlined and reviewed the new NCEA Level 1 English internal assessment (1.2: 91926) that we have been focusing on this term. You can see the review and outline of the assessment here - see Alby's Blog Post Entry - 08/09/25. In this post I am going outline the unit that we have designed for this assessment and comment on how the student's have responded to the unit so far. 

Designing the Unit for 91926

There are three pieces of writing that we can explicitly teach (spend a week on each) plan, draft for each style of writing. The three styles of writing that we aimed to teach explicitly were:

1. Narrative Writing
2. Personal Account Writing
3. Opinion Writing

When the assessment comes around, tell students that they can do any type of writing but remind them that we have done three types of writing. Once the assessment starts, they recommend 6-8 hours for the assessment (from the introduction of the assessment to the crafting of the text). The assessment window needs to run consecutively (two week period). Ideally students are not receiving any scaffolding or feedback for their work during the assessment period. We want to ensure that we set clear expectations, this is independently writing without any feedback. Students can do handwritten drafts and the students can type out their final draft. This is good, we can see the progression of the student’s writing. We can give general feedback, focused on the assessment criteria only. They can use a basic spell check and grammar check. 

We ended up choosing to focus on two styles of writing (Personal Account Writing and Narrative Writing). We created a unit for each style of writing that had a text for the students to read, a response to text study and plan that the students had to complete for that style of writing. It is imperative in the unit that the students complete each task for each style of writing and that they complete the plan for that style. 

Personal Account Writing Text Study

Narrative Writing Text Study

The plan ensures that they have an idea on what they would do and how they would write the text if they chose that particular style. The students had to choose ONE genre and style of writing that you have covered in class. Either PERSONAL ACCOUNT WRITING or NARRATIVE WRITING. 

Student response so far

NCEA Level 1 English students working on draft 1 for 91926

NCEA Level 1 English students working on draft 1 for 91926 

The response has been positive. The students have really connected with Personal Account Writing and they have enjoyed creating a text that is grounded in their personal experience and voice. Many of our students have opted to write in the style of Personal Account Writing. We are really pleased with how the student's have engaged and embraced the unit. The students are currently working on their first draft (which is hand written). They will complete their final draft online during the last two weeks of Term 3 (Week 9 and Week 10). We are looking forward to closing this internal assessment at the end of Week 1 Term 4. The student's response to this new assessment has been positive and we can see how they have instantly connected to the idea of writing, crafting and creating texts that resonate with them on a creative and personal level. 

Week 9 Term 3: English Department: PART ONE - NCEA Level 1 English Internal Assessment: 1.2 91926 (September 01 - September 05)

NZQA Weaving Knowledge

Over the next two weeks I am going to reflect on the NCEA Level 1 English internal assessment 1.2: 91926 - Develop ideas in writing using stylistic and written conventions. This is a new internal assessment. Originally it was flagged as a submitted external assessment. We started our new curriculum for NCEA Level 1 English we decided not to do the submitted external and opted for the two internal assessments. This year, the internal assessment (1.1) that we planned on doing was converted into an external assessment and 1.2 was introduced as a internal assessment. 

In this post I am going to reflect on what the assessment entails and my understanding on what the teachers and students need to know with this new assessment. In my up and coming posts, I will highlight what the English Department have planned and designed as a unit of learning for 1.2 and the journey on how the plan has come to life in our classrooms this term. 

The big thing is different with the standard this year is that it is internally assessed, not externally assessed. It is an internal assessment, fully internally assessed and marked.

The two key assumptions or driving principles of the assessment is:

Student agency - the assessment is looking for students to have agency and choice with the assessment they are writing.

Independence - its an assessment on what the students are able to do entirely independently

This assessment, in contrast with the old 1.4 and 1.5, this one is not over scaffolded. Students are getting an opportunity to write different types of texts (formal writing, poetry, character description). The assessment encourages the students to do the assessment independently as they have skills on how to craft different texts. The assessment should enable students to write independently with little feedback and scaffolding.

Teaching and learning which is then assessed by the standard.

• The intent of the standard is not to return to how we have assessed writing in the past.
• The intent of the standard is that students are getting exposed and learn how to write a range of different types of writing - Formal Writing, Persuasive Writing, Creative Writing, Poetry
• Using language appropriately for purpose and audience
• What stylistic features are appropriate for the purpose and audience for your written text
• The standard is trying to assess, can the student INDEPENDENTLY craft the text

Conditions of the assessment and how you run the assessment.

• When the students do their writing, it still hands off from the teacher
• The students need to independently need to plan and draft their writing once they get the assessment
• Teacher can give some brief, general feedback for example “you need to look at your accuracy” - general commentary
• EXPLICITLY - students cannot do a piece of writing for this standard that they have done for another standard - they cannot study a novel, teach the kids to write an essay about the novel and use that essay for the writing standard.
• The writing assessment needs to be assessed in and around 6-8 hours (during a week) in an exam setting or in class.

In my next post I am going highlight the unit of learning that the English Department has designed for 91926. 

Week 8 Term 3: Totara House: Uike Kātoanga'i 'o e lea faka-Tonga 2025 (September 01 - September 05)

Tongan Language Week 2025

In Week 6 of Term 3 we celebrated Uike Kātoanga'i 'o e lea faka-Tonga (tongan Language Week). The 2025 theme for Tonga Language Week is ‘Ko 'etau lea, ko e fe’unu mahu’inga ia ki he mo’ui ‘a e Tonga' (Our language is a vital strand of our Tongan culture.) Throughout the week we treated by our Tongan staff and students who shared their culture with us through devotion, the singing of hymns, sharing their cultural lineage and history and of course with food. 

Totara House Tongan Group 2025 @ rehearsal 

An important part of the language week was understanding the theme ‘Ko 'etau lea, ko e fe’unu mahu’inga ia ki he mo’ui ‘a e Tonga' (Our language is a vital strand for our Tongan culture.) Mrs Suipi Latu - a teacher, Head of Learning for English (Language) and a pillar within the Tongan Community shared with us the importance of the language. She shared that the Tongan culture is one that has many layers but the language is the thread, the fiber, that connects it all together. This made me reflect on my journey with Gagana Samoa and how I am investing in learning more about Gagana Samoa. What Mrs Suipi Latu shared resonated with me in that I can see how important it is to know, learn, seek, understand, celebrate and embrace your mother tongue. 

Totara House Tongan Group @ TLW Assembly 2025

Totara House had the privilege of performing at the Tongan Language Week Assembly. We had students across our Year 9, Year 10, Year 11, Year 12 and Year 13 Totara House mentor classes participate and represent our Totara House Tongan Group. We had 39 students in total who came together in Week 7 and put together a dance. We chose the Lakalaka as the item to perform at the Assembly. UNESCO states that the Lakalaka is "considered Tonga's national dance, Lakalaka is a blend of choreography, oratory, and vocal and instrumental polyphony." We performed that Lakalaka at the Tongan Language Week Inter House Competition in 2022 (where Totara House placed 1st) and we were excited to do it again for this year's celebrations. The Totara House Leaders choreographed the dance and taught it the students across two days. 

Totara House Tongan Group @ TLW Assembly 2025

Totara House Tongan Group 2025

It was a short turn around period to bring the students together and to get them to learn an item to perform, but as Totara House has shown throughout this year, they always come together and get it done. Kotahitanga is one of our values and I see this come alive when the students engage with the language week celebrations. I am really happy with how the students came together, performed and celebrated Tongan Language Week 2025. 

Totara House Tongan Group 2025

Language is a fundamental component of cultural identity. Language carries history, values, cultural traditions and ways of understanding the world from a unique lens. Without the language, the culture as a whole and the systems and layers within could possibly diminish. Language is the primary vehicle for the transferring of knowledge, of cultural history, lineage and values. Language cements identity. Embracing your mother tongue can embrace all other languages that you are exposed to. I appreciate the theme for this year's Tongan Language Week as it gave me much to think about and reflect on. 

Week 7 Term 3: English Department: Teacher Connections: The Importance of Collegiality (PLD) (August 25 - August 29)

Collegiality: Companionship and cooperation between colleagues who share responsibility.

Tamaki College English Department 2025

The English Department's led the Staff PLD session in Week 4 of Term 3. Our PLD session focused on the importance of collegiality and how teachers relate to each other. Building on previous sessions about teacher-student relationships, this session emphasizes teacher-to-teacher connections, especially as the year approaches its busy end. We were inspired by the English Language Department and the Social Science Department and their PLD sessions on the importance of Teacher and Student relationships. We took a different approach, where we wanted to focus on and highlight the importance of teacher to teacher relationships, collegiality. 

The aim of our PLD was to encourage self-reflection and prioritize colleagues, recognizing that strong teacher relationships are as vital as teacher-student relationships, and that connectedness among teachers can positively impact student achievement. The session involved checking in and reflecting on relationships within subject areas. We had two areas that we looked at specifically which were 'How relationships matter' and 'How to cultivate strong relationships.' Both sessions were led by Mr Jeremy Spruyt and Ms Anahina Latu. I led the opening remarks, ice breaker and closing reflection.  

As we approach the busy end of the year, navigating internal assessments and junior school tasks, it's crucial to pause and prioritize each other. While teacher-student relationships are undeniably important, I believe the collegiality and relationships among teachers are equally vital. In our people-focused profession, we can become so absorbed with student needs and data that we overlook our colleagues, forgetting that behind the data are the teachers driving learning and curriculum. We educators know that 'students are at the heart of the matter,' and so are we. Research indicates that a barrier to student achievement is a lack of belonging; similarly, if we as teachers feel connected and aligned in our relationships, it can profoundly impact our students.

Please find the link to our presentation below: 

Tamaki College English Department: The Importance of Collegiality PLD Slide deck

Week 6 Term 3: Totara House: Epetoma o te reo Māori Kūki 'Airani 2025 (August 11 - August 15)

Te reo Māori Kūki 'Airani 2025

In Week 4 of Term 3 we celebrated Cook Island Language Week. The 2025 theme for Cook Islands Māori Language Week is "Ātui'tui’ia au ki te raurau a tōku matakeinanga" which translates to 'Connect me to the offerings of my people'. This year our Cook Island staff and students organized the very first inter house competition which was the Ura Pau competition. Ura Pau is a traditional Cook Island dance and is characterized by the swaying of the hips and is styled by the Cook Island drums. This was the first time that there has been an Inter House Ura Pau Competition for Cook Island Language Week at our kura and it was really exciting to see staff and students get involved, participate and celebrate te reo Māori Kūki 'Airani. 

Totara House Cook Island Group 2025 - before the performance

Totara House Cook Island Group - after the competition

As with every House event, Totara House were ready and excited to get involved with the Ura Pau competition. We were given four days to pull together students from our house to learn and perform Ura Pau. As with Vaiaso o le Gagana Samoa 2025, I pulled together a group of students from the house to form the Samoan Group to represent our House at the competition. I did the same thing for te reo Māori Kūki 'Airani 2025, even though the turn around period was really short I knew that we had to get a group together. Led by one of House prefects, Mamarei Henry-Ru and supported by our two House Captions (Tupou Peaua and Louvina Palei) the Totara House Cook Island Group was comprised of 13 students from across Year 10, Year 12 and Year 13. There were 9 female performers and 3 male performers. The students performed at the Inter House Ura Pau Competition and placed First Equal with Puriri House. I am really proud of the students who represented Totara House and the kotahitanga that they continue to show every time we come together for our whanau group. Kotahitanga being one of our House values for 2025. The House leaders who led this campaign did an exceptional job in ensuring that the students involved came together, worked together and engaged in the process together. 

Totara House Cook Island Group 2025

Totara House Cook Island Group 2025 

The theme for this year is "Ātui'tui’ia au ki te raurau a tōku matakeinanga" - Although I am not from the Cook Islands I understand the significance of connecting ourselves to the offerings of our people. As a Dean, I feel so connected and I am so grateful to the offerings that the young people in my House continue to share collectively. I am humbled by their willingness to share and serve for our House. I am excited to continue this journey is offering, sharing and serving our House as we journey into this last part of 2025.