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.

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.