Week 9 Term 2 - Totara House: Understanding Manaakitanga (June 23 - June 27)

Totara House Assembly - Manaakitanga - 23/05/25 

In Term 1 Totara House spent time exploring, defining and confirming our House Values for 2025. I reflected on this journey and the values that we agreed on that would be our set of House Values for 2025 in my blog post in the last week of Term 1 - see Alby's Blog Post Entry: 30/03/25. The House Values that the Totara House Leadership Team shared and released to the House in Term 1 for this year are: 

Manaakitanga

Kotahitanga

Aroha

This term we focused on Manaakitanga and used the school Haka and Waiata as a vessel to explore Manaakitanga. In this post I will share what Totara House did in relation to Manaakitanga and the purpose behind it. 

MANAAKITANGA: (noun) hospitality, kindness, generosity, support - the process of showing respect, generosity and care for others.

What I have learnt as a beginning learner of Te Reo Maori that the literal translation of a word does not fully encompass the deeper context, meaning and definition. Understanding Manaakitanga requires one to see it, experience it and feel it through a Te Ao Maori lens. As a Samoan, this is something that I am learning and exploring in my own pedagogy and journey as an educator. What I have learnt from my Maori colleagues and experts is that Manaakitanga is centered around the reciprocity of kindness, respect, hospitality and humility. In the workplace it can be seen as being a responsible host, taking care of others, caring and nurturing the workplace environment, respecting each other's ethnicity and space. 

Totara House Assembly - Manaakitanga - 23/05/25

As the Dean of Totara House, I believe it is my duty to ensure that all of these aspects of Manaakitanga are in tact in how I lead the House. I believe it is my duty to ensure that the students in my House have a sense of belonging, that they feel like Totara is their home, that they respect everything and everyone in it, that they take care of others (staff and peers). One way that the House Leaders and I wanted to bring this to life and to exercise Manaakitanga was through the teaching and learning of our school Haka and Waiata. 

Totara House Assembly - Manaakitanga - 23/05/25

I believe that Haka and Waiata is a powerful vessel to introduce, integrate and celebrate Te Reo Maori to not only Maori students but all students. At our last House Assembly (Friday May 23 - Week 4 Term 2) Manaakitanga was the central theme for our Whanau time. The House Leaders spoke about Manaakitanga, what it means to them and then we spent the remainder of the assembly learning the school Haka. An important aspect of Manaakitanga is ensuring that people feel at home and that they respect the environment. Learning the Haka is reinforcing the sense of home, belonging and identity in which the Haka embodies. Respecting the environment links with the Haka because it is sacred to our environment and our kura. We are encouraged that all of the students from Totara House participated and got involved in the kaupapa that we were driving. Regardless of age, ethnicity or year level - we wanted to encourage all of our students to get involved in the learning and sharing of Te Reo Maori. This was our of not just talking about Manaakitanga but showing Manaakitanga in way that was engaging and meaningful for both our akonga and kaiako. 

Totara House Assembly - Manaakitanga - 23/05/25

I am in no means an expert on Manaakitanga and fully understand my limitations with Te Reo Maori. I believe that honouring Te Tiriti as an educator is centered around incorporating, integrating and celebrating Te Reo Maori whether you are fluent or not. We look forward to exploring Kotahitanga and Aroha (our other House Values) in Term 3. 

Week 8 Term 2 - Totara House: Vaiaso o le Gagana Samoa 2025: "E so'o le fau I le fau" (June 16 - June 20)

Totara House @ SLW House Siva Samoa Dance Competition 2025

"E so'o le fau I le fau" is a Samoan proverb. It literally translates to a fiber holds stronger when it is connected or woven with other fibers such as fala and ie koga (fine mats that represent a form of wealth which is used in ceremonies such as weddings and funerals). The proverb translates to "we are stronger together." This proverb is one that I thought of and resonated with me when I think of the work and creative process that I undertook with students from my House (Totara House) in preparation for Vaiaso o le Gagana Samoa and specifically the House Siva Samoa Competition that we participated in. 

Totara House SLW Samoan Group rehearsing for SLW 2025

At the end of Week 4, I met with students from my House who were interested in participating in the House Siva Samoa Competition which was scheduled for Thursday June 05 (Week 6 Term 2). There were 40 students who signed up to be part of the Totara House Samoan Group for SLW 2025. We ended up with a team of 34 students across Year 9 to Year 13 in Totara House who created the performing team. 

Totara House Samoan Group 2025

As we only had one week to prepare for the competition, the students were advised that rehearsals would take place every lunch time with the girls rehearsing in M5 and the boys rehearsing in M1. The students had to work and learn the choreography in their sections across two days - Monday May 26 and Tuesday May 27. They were given a deadline of Wednesday 28 May to come together and rehearse the item as a whole group. The students were given one song to work from and each section was given a specific timestamp to choreograph to. The boys were given the timestamp to choreograph from 1:00min to 1min 57secs. The girls section (which led by one of our Year 12 students) had to choreograph from 2min 06secs to 3min 06secs. I would fill in the uncounted sections with choreography for the whole group. 

Totara House Samoan Group @ SLW House Comp 2025

I am encouraged by their commitment to the process of learning and working together. The students were engaged with the process of creating choreography to putting the item together. The knew that the goal was perform and do well at the competition, the goal was clear. What I was impressed with was how much they were engaged with the process. How they engaged with the process determined the quality of the product that they were producing. The turn around period with the preparation and execution of the item was quick so to have the students all on board was a blessing. The item came together nicely and the students worked well together. They performed on Thursday June 05 to full house in the Auditorium. I am really proud of their efforts, commitment and love that showed to each other and the process. Totara House was placed First equal with Kowhai House. This is their third consecutive win for SLW House Siva Samoa Competition for 2023, 2024 and now 2025. 

First Place Equal for SLW House Comp - Totara House 2025

 "E so'o le fau I le fau" I believe was exemplified through the process. We had students from all different ethnicities come together and learn the Siva Samoa. The different fibers (cultures) came together and through the process - were woven and strengthened together. This proverb emphasizes the importance of the collective coming together, the value in togetherness and the strength in unity. This is such an important lesson for our young people, that is important to come together especially when working towards a goal. That there is a strength that one can draw from another when working together. 

Week 7 Term 2 - Vaiaso o le Gagana Samoa 2025: Ia malu lou sā. Folau i lagimā A well-grounded self, is a successful self (June 09 - June 13)

Samoan Language Week 2025

Unpacking the Autu (theme) 

The theme for Samoa Language Week 2025 is "Ia malu lou sā. Folau i lagimā. A well-grounded self, is a successful self." Gagana Samoa educator Nafanua has broken down the theme to help everyone understand what it means. 

"Ia" - is a word used to emphasize something and in this case it is defined as 'Let it be.'

"Malu" - defined as be water tight, protected, solid in structure. "Ua malu le taualuga o le fale" which translates to the roof of the house is protected and solid in structure. 

"Lou" - translates to YOUR - "O lou aiga"  which translates to my family. 

"Sā" - which translates to a respectful and polite (upu fa'aaloalo) word for canoe or vehicle. Va'a (canoe) and ta'avale (car) can also translate into sā. 

"Folau" - which translates to travel by sea, voyage and sail - "E masani tagata Samoa e folau i le vasa." 

"I" - translates to is/in/at/on/to - "Ou te alofa i lo'u aiga."

"Lagimā" - which translates to clear horizons, prosperous and positive situations. Lagimā is word that is used in formal situations and contexts, it is not for everyday use. 

Understanding the Autu (theme)

Aufaipese performing at the SLW Assembly

The komiti O le Vaiaso o le Gagana Samoa explains the theme in depth by saying "A well-crafted ocean sailing vessel, built with care and precision, ensures a safe and steady journey. When all its parts are thoughtfully constructed, the vessel remains balanced, strong and ready to face the open seas.

Similarly, people who prepare thoroughly and with intention become grounded and resilient and well-equipped to navigate life’s challenges and succeed in their endeavours. No matter the challenges and hardships of life, a well-grounded person will not be easily shaken or defeated because they are firmly rooted and well-prepared." 

Au Siva performing at SLW Assembly

My understanding of this theme is that preparation, purposeful action, clear intentions, expectations and planning all help one to navigate life and the challenges that may come our way. It is these things that help to keep one grounded, focused and centered even when things seem to crumble or not go to plan. We are centered in our understanding of our intention, expectations and purpose. There is a clarity that one has to be sure about and this comes from paying attention to detail with everything that has been assigned, to ensure that you are safe, ready and prepared. 

Exploring the Autu (theme)

Feiloa'iga performed a Year 12 student at our SLW Assembly

Our focus for Samoan Language Week was to hold a whole school assembly to open the week with. We are extremely proud of our students who have build and contribute to this vessel and have helped to keep it afloat. From our Au Siva, Aufaipese to our students who did the Tatalo and Feiloa'iga. We are excited to continue our work with what we have done to keep Gagana Samoa alive in our school.  

SLW House Competition 2025

Throughout the week our students and their respective houses worked on preparing an item (siva Samoa) for our annual House Siva Samoa competition. As we do not teach languages at our school, we used these two events to promote the language and culture. This is the vessel that we have used to celebrate Gagana Samoa and to keep the language alive in our aoga. This vessel is one that we have nurtured, cared for and one that we love to share with our students. We look forward to reflecting on the week that was and enjoy the moments of kotahitanga that we share with our staff and students in celebration of Vaiaso ole Gagana Samoa. 

Week 6 Term 2 - Teacher Practice: NCEA Level 1 English: Understanding Context PART 2 (June 02 - June 06)

 In previous post, I discussed how I introduced context in relation to written texts to my NCEA Level 1 English students. Understanding what context is, how it influences texts, how we read and understand texts as a whole is important. You can read more about it in my previous post here - see Alby's Blog Post Entry - 25/05/25. In this post I am going to highlight the second part of how we used our primary text in our pre reading exercise (Tusiata Avia's 'Dawn Raids Apology') in our mission to understanding context. 

Tusiata Avia's poem 'Dawn Raid Apology' (click on the image to access the poem)

After reading the text the students answered some guiding questions that is focused on identifying the context and researching information about the context. They are also encouraged to use their prior knowledge of what they know or the clues from the text (the title etc) in their responses to the guiding questions. In this second part of 'Understanding Context' the students look at the text in depth through close reading. Specifically close reading the text and looking for specific language features and connecting it to the context. 

Close Viewing: Poetry Features + Context (Click on the image to access the document)

In this document, I provide a specific list of language features that I want the students to identify and explore. The language features that I have listed are ones that I believe are the features that will help the students understanding the context of the text. 

In this activity the students have to: 

• Find the definition for each language feature and write the definition in their own words. 
• Find an example of the language feature from Avia's 'Dawn Raids Apology'
• Comment and explain how the language feature helped them to understand the context of the poem (Dawn Raids) and the text as a whole

Student responses for Dawn Raids Apology Poem Study

Student responses for Dawn Raids Apology Poem Study

My overview from the student's responses to the activity: 

• The students were able to find the definition for each language feature and some used ChatGPT to help them write a definition that they understand. 
• Identifying examples of the language features was good as well as we had this done in a previous activity. They did ask for clarity on if the examples they chose matched the language features. This was something that I was happy to help them out with. 
• Some of the students used the last section to define the language feature instead of explaining how it helps them to understand the context. Others were able to make connections and this was successful as I knew that they understood the connection or relation between the language feature and how it influenced their understanding of the context. 

Week 5 Term 2 - Teacher Practice: NCEA Level 1 English: Understanding Context (May 19 - May 23)

The primary focus and theme for our NCEA Level 1 English students in Term 2 "Our Stories and Our Histories (through poetry)." The primary text for our study is Tusiata Avia's 'The Savage Colonizer Book' and we are looking at three specific poems from the collection which are: 

Jacinda goes to the Pacific Forum in Tuvalu and my family colonises her house

BLM

Covid in the time of Primeminiscinda

An important part of the poetry study is understanding the context for each text. Understanding context is where our students can identify or navigate the context of each poem. Many of students struggle with understanding context and with texts that are rich and dense like Avia's, I knew that before launching into the poetry study that we had to do some groundwork around context - what it is and what it means to understanding and appreciating a text in full. In this post I will outline what I did with my NCEA Level 1 English class with 'Understanding Context.' 

UNDERSTANDING CONTEXT: A pre reading exercise 

Social, Historical, Cultural and Economic Contexts

The purpose of the pre reading exercise is to give my students the opportunity to learn and develop their own understanding of context. The premise of the pre reading exercise is focused on the study of two texts. I have used two texts in the pre reading exercise as a way to hook my students into understanding, identifying and exploring social, historical and cultural contexts. The two texts that used in this pre reading exercise are: 

Tusiata Avia's poem 'Dawn Raid Apology' (click on the image to access the poem)

The second text I used was the 2001 All Stars Tribute song 'What's Going On?' which was released in 2001. 

We went through each text and then discussed the following questions. The texts and questions we discussed are also on a document that the students worked from so that they have a record and evidence of pre reading work for understanding contexts. 

Here are the guiding questions we looked at for 'Understanding Context' for Tusiata Avia's poem and the All Start Tribute song. I used the same questions for both texts. 

1. After your first listen and/or read, write down your first thoughts/impressions of the text.
2. What clues does the text give you that tells you about the context surrounding the text?
3. Look up and Google global current events 2001(What's Going On) and 2019 local current events (Dawn Raids Apologiy) and write down the main current events (x5) that happened in 2001 and 2019.
4. Do you think that the social, cultural and historical contexts in this time period influenced and inspired the text and why?
5. What does this tell you about context?

This was a good exercise and the students were able to really delve into the context for both texts. They were particularly drawn to the Dawn Raids Apology text and the history of the Dawn Raids. I want to convert this study into a graphic organizer so that it organized and easier for the students to follow through as opposed to answering questions on a table on Google Doc. 

Week 4 Term 2 - English Department: Junior + Senior English Program for Term 2 (May 12 - May 16)

 As a Department, we want to ensure that our curriculum and programs for each term is engaging and relevant for our students. We also want to make sure that our curriculum and term units align with the New Zealand curriculum and ensure that our students achieve and succeed in English. In this post I am going to share what we are going to do with our Junior and Senior English programs for Term 2. 

JUNIOR ENGLISH PROGRAM TERM 2

Year 9 + Year 10 English Program for Term 2

The focus and theme for Term 2 is "I see myself in texts". Our Year 9 and Year 10 English students will look, study and explore stories, texts and experiences of those in our community. They will also create their own text in the form of a Creative Writing. For my Year 9 English class, we are working through Term 2 unit - My Voice (you can see the unit here - Year 9 Term 2: My Voice) Our primary texts are the short texts that all explore our people uses their voices to express their opinion and thoughts. These texts are: 

Alicia Keys - P.O.W

Tupac - Sometimes I Cry

Sia Figel - Love Letters for Iona

Jillian Sullivan - Dear Ex Dad

We will study each text and the students write a short response to text for each text. Once we have done this, they will do the Term 2 Common Assessment Task which is Creative Writing. 

SENIOR ENGLISH PROGRAM TERM 2

Written text study is the focus for our NCEA Level 1, 2 and 3 English students. Our NCEA Level 1 English program's primary text is Tusiata Avia's "The Savage Colonizer." We will be looking at four poems from the collection and the students will complete a reading log for each poem looking at the context for each poem and the language features used. The assessment to fall from the study is 91924 (Demonstrate understanding of how context shapes verbal language use). Our NCEA Level 2 English program's primary text is Doris Lessing "The Grass is Singing" and the assessment to fall from the study is 91104 (Connections Essay). Our NCEA Level 3 English program's primary text is Tim O'brien's "The Things They Carried." We are looking at three stories from the text and the students will complete a reading log for each story. The assessment to fall from this is 91478 (Connections Report). 

We are hoping our curriculum and program for Term 2 goes well for our students. We are confident in what we have planned and we look forward to working with our students through our learning journey. 

Week 3 Term 2 - English Department: Goals for Term 2 (May 12 - May 16)

Term 2 is an important term for our English Department. This term, we look to prioritize goals that focus on both our Junior and Senior School English students, the curriculum and our school goals. We understand that as the term progresses, things change (as we have experienced before). We will endeavour to do our best to stick to our goals for Term 2. Below are some of the goals that we would like to work towards in Term 2.

Students at risk of achieving - We want to work with our identified students who are at risk of achieving credits in English. We have identified who the students are, the reasons and the next steps that we want to put in place. We consolidate our lists of priority students at the end of every term and we identify who the student is at risk of not achieving credits, what are their reasons and what our next steps are for the student. We share this across our department so we all aware who needs support and what support has been put in place.

STEPSWeb - This is a great literacy initiative that has been introduced to us by our Learning Support Team (Mrs Mary-Anne Wyatt and Ms Vivienne Jensen-Jones). We are looking forward to working with this online tool with our Year 9 and Year 10 English students.

Library Period - Prioritize our library period (once a week) for all of your Year 9 and Year 10 English classes. We will use this period of time in the library to continue our StepsWeb program and reading programs. 

91926 - This is a new internal assessment that we are going to be rolling out in Term 3. We are looking forward to using time this term to understand the assessment and design a study and framework that we can implement to help our student. I am hoping to work with our NCEA Implementor facilitator who has helped us with our NCEA Level 1 English curriculum refresh. 

Term 2 is a short term so we are looking at making sure that we use the time well and get our students through our curriculum over the next 9 weeks. In my next post I am going share our learning program for Term 2 for our Junior and Senior English cohort.