Week 6 Term 1 - English Department: Senior English Program 2026 (March 02 - March 06)

The English Department is super excited to share the awesome themes for our Senior English Program this year! We've made sure they're all about getting our senior students engaged and challenged. For NCEA Level 1, we're focusing on 'Our Voices, Our Stories and Our Histories.' This theme is all about using literature to explore who you are and where you come from. The NCEA Level 2 and Level 3 programs dive into the theme of 'Overcoming Challenges.' The students will read texts that look at facing tough times, which will help them think critically. We love that Level 2 and 3 are connected, giving the students a deep look at this important idea throughout their senior years.

NCEA Level 1 English Term 1 Program: Active authors of their own narrative

The NCEA Level 1 English program for Term 1 is centered on building strong writing skills through an exploration of various styles and genres. The main focus is on three key areas: Personal Account Writing, Narrative Writing, and Opinion Writing. During the first part of the term, students will learn the specific features and techniques of each genre, then move on to crafting their own original texts in all three styles. This foundational learning will lead directly to the final assessment for the term, which is the externally assessed standard 91926, where students will be evaluated on their ability to write effectively for different purposes.

NCEA Level 2 English Term 1 Program: Looking at 'Overcoming Challenges' through film

For NCEA Level 2 English this Term 1, we're diving into the really important theme of 'Overcoming Challenges.' We'll be doing an in-depth film study of the movie Gran Torino, directed by Clint Eastwood. Get ready to watch, analyze, and discuss the film as we look closely at how the characters face and overcome adversity. The great thing is, all this awesome learning will lead into their final assessment for the term: 91106 (Personal Responses), where they'll get to write their own personal response to the film. It's a great chance to share their own insights and ideas.

NCEA Level 3 English Term 1 Program: Looking at 'Overcoming Challenges' through film

For NCEA Level 3 English in Term 1, we’re going to continue with our senior theme of 'Overcoming Challenges.' We’ll be doing a really deep dive into the awesome film A Beautiful Mind, directed by Ron Howard. This is a full-on film study where we'll be analyzing the story, characters, and filmmaking techniques to see how the theme of overcoming challenges is explored. The student's learning will lead up to the final assessment for the term, which is the standard 91480. It’s a great way to start their Level 3 English studies and get their critical thinking firing.

Week 5 Term 1 - English Department: Junior English Program 2026 (February 23 - February 27)

The Junior English Program for 2026 is centered on developing student identity and agency through literacy, literature and language. By structuring our curriculum around the core ideas of Who Am I and I see myself in texts, the program creates a vital space for students to explore their personal narratives, cultural backgrounds, and connections to the world, ensuring that literature serves as both a mirror and a window. Furthermore, the emphasis on We are storytellers and Using my voice empowers students to move beyond the text to active creation, both written and spoken skills which are necessary to articulate their unique perspectives, and confidently navigate their voice when writing. These themes are essential because they make learning relevant, fostering a sense of belonging and confidence that is crucial for student engagement and academic success.

The core focus for each component of the Junior English Program—the extended text, short text, oral text, and visual text studies—is the provision of a rich and varied literary experience. By engaging with this diverse range of texts, the program aims to achieve two critical goals: first, to expose students to "rich texts" that act as meaningful mirrors, allowing them to see themselves and their experiences authentically reflected in literature; and second, to provide the necessary foundation for students to explore language and literary concepts in comprehensive depth. This systematic approach ensures that students not only encounter high-quality texts that resonate with their identities but also develop the sophisticated analytical skills required to become insightful, lifelong readers and communicators.

Kura Toa - Tim Tipene

The Wave - Morton Rhue

The plan for Term 1 of our Junior English Program will focus intensively on Extended Text Study, providing students with an opportunity to engage deeply with complex narratives and literary themes. The texts selected to be covered across the Year 9 and Year 10 curriculum include Kura Toa by Tim Tipene and The Wave by Morton Rhue, where we are exploring key concepts of identity and social justice. The common assessment task for this term will be the Formal Writing, which will challenge students to articulate their critical understanding of the texts with precision and structure. We are eagerly looking forward to launching this rich and engaging program with all of our Year 9 and Year 10 students. 

Week 4 Term 1 - English Department: Department Goal Review 2025 (February 16 - February 20)

For any team, reflecting on past journeys is essential for charting a successful course forward. The English Department's 2025 strategy was built around a dual commitment to Māori Achievement and Staff Wellbeing, recognizing these as mutually reinforcing pillars of a successful learning environment. Our review highlights the significant progress made in embedding Te Reo and Māori worldviews into our curriculum, which in turn fostered deeper engagement and improved outcomes for all students. A key lesson learned was the powerful correlation between investing in our team's wellbeing—through flexible planning time and targeted professional development—and the sustained capacity for innovative, culturally responsive teaching. Moving forward, the insights gained affirm that our holistic approach, where staff strength directly fuels student success, is essential for achieving true educational equity.

Goal 1 Māori Achievement: To raise Māori student achievement and cultural visibility. That 85% of Māori students will achieve NCEA Level 2.

Identifying and tracking our Senior Maori Achievement data for English is a priority for me in my role as HOLA. I have specifically tracked our NCEA Level 2 Maori students who take NCEA Level 2 English. I have tracked their achievement over the course of Term 3 and Term 4. I have linked in evidence below of the tracking.

• Peer observation and feedback: It would be a good idea to find teachers in the department who have a strong relationship, effective teaching strategies particularly with our Level 2 Maori cohort and establish a collegial process where teachers can observe one another specifically on culturally responsive teaching practices and provide strategies on how to engage with our Maori learners. 
• Data Analysis with a cultural lens: Disaggregate achievement data to identify specific patterns for Māori students. Use this information to tailor interventions, review curriculum choices, and reflect on teacher practice

Goal 5 Staff Wellbeing: Staff at Tamaki College will be well supported so that their practice meets the needs of our students.

Redesigning our curriculum to meet the needs/interest of our students and align with Te Mataiaho (Curriculum Refresh).

• Junior English (Year 9 and Year 10) Program 2026
• NCEA Level 1 English Program 2026
• NCEA Level 2 English Program (Scholarship/Academic Program) 2026
• NCEA Level 3 English Program 2026

It is a common experience to look at our ambitious goals and feel that, despite our best efforts and achievements, we remain perpetually in a state of becoming. This feeling is not a sign of failure, but rather a reflection of a healthy, growth-oriented mindset, acknowledging that every milestone reached simply reveals a new, more expansive horizon. We recognize that our journey is less about a final destination and more about the continuous process of learning, adaptation, and discovery, which reminds us that there is always more to explore, more to master, and more meaningful work to be done.

Week 3 Term 1 - English Department: Senior English Review 2025 (February 09 - February 14)

 

NCEA Level 1 English Exam 2025

Our journey through the 2025 NCEA results for English Levels 1, 2, and 3 proved to be a powerful period of positive development and learning. While the initial credit uptake was gradual, particularly for our senior cohorts in Term 1, we were heartened to witness a significant and positive shift in NCEA achievement data by mid-Term 2. For our NCEA Level 1 students navigating the new curriculum refresh, our patience and trust in the curriculum were rewarded. Moving from 70% students with 0 credits at the start of Term 3, we successfully reduced this to just 14 students by Week 7 of Term 4, with 71% of our Level 1 cohort achieving 5 or more English credits. Our Level 2 and Level 3 students likewise saw the majority of their credits secured through a strong performance in Term 3, culminating in a successful closure of all internal assessments by the end of Week 1, Term 4. We are genuinely pleased with our internal assessment results for 2024 and are excited by the opportunity to improve, grow, and strive for even greater excellence with our senior students in 2025.

NCEA Level 1 English 2025 Results: Internal + External Assessments

Looking ahead, our external assessment results provide a clear focus for growth. While many students successfully achieve NCEA through internal assessments, we recognize that the priority given to external examinations has sometimes been lessened. This, compounded by ongoing student absences, inevitably impacted our external outcomes. Although the 2024 external results present a challenge, we are highly motivated to create a supportive environment in the future where our students feel confident and comfortable undertaking these examinations, recognizing their importance as an integral part of their secondary school learning journey. 

Week 2 Term 1 - English Department: Junior English Review 2025 (February 02 - February 06)

Mr Sevilla and his Junior students 2025

The Junior English Program for 2025 marked the exciting rollout of a completely new curriculum for Year 9 and Year 10 students, aligning with the refresh of the New Zealand Curriculum, Te Mataiaho. The program was structured around four distinct term-based themes, each designed to focus and deepen the students' learning. For example, the Year 9 program moved from "Who am I?" in Term 1, to "I see myself in texts" in Term 2, "We are storytellers" in Term 3, and finally "Using my voice" in Term 4. Each theme centered on the study of relevant texts, such as the extended text Kura Toa or the film Three Wise Cousins, and culminated in a major Common Assessment Task (CAT) as the final output, including tasks like Formal Writing, Creative Writing, and Speech.

Term 1 Theme: Who am I? - Extended Text Study + Formal Writing (CAT)

Term 2 Theme: I see myself in texts - Short Text Study + Creative Writing (CAT) + Mid Year Examination

Term 3 Theme: Using my voice - Visual Text Study + Speech (CAT)

Term 4 Theme: We are storytellers - Final Year Examination

Year 9 Speeches Term 4 2025

Our Junior English program for 2026 is set to be enriched with the introduction of new texts from esteemed Aotearoa Māori and Pacific writers, including works by Tim Tipene (Kura Toa) and Tusiata Avia. This is alongside the continued opportunity for selected Year 10 English students, those at curriculum Level 5 for PAT reading comprehension, to sit the Literacy Co-Requisite assessment, which was last offered in the September (Term 3) intake. These students were effectively prepared by their English teachers, dedicating a double period during the Week A schedule to practice with previous Co-Requisite papers. We are also thrilled to be fully rolling out the new, comprehensive Year 9 and Year 10 Junior English curriculum in 2026. This program, developed over the course of 11 months, is fully aligned with Te Mataiaho (the curriculum refresh). Core features of the new course include a reduced Common Assessment Task (CAT) schedule, a prioritization of structured literacy activities, a whole term dedicated to literacy intensives (Term 1), and regular library periods for all Year 9 and Year 10 students to promote reading for pleasure. 

Week 1 Term 1 - English Department: Review - 2026 (January 26 - January 30)

2025 proved to be a great, busy, challenging, and exciting year for the English Department. We are particularly grateful that our team grew with the welcome addition of new members, Ms Viv Hall and Mr Jeiel Sevilla. We extend our sincere gratitude for the collective work, dedication, and passion that every member poured into our students, resulting in notable learning and achievement in English throughout the year. The curriculum we have collaboratively built, the outstanding achievement in our NCEA Level 1, 2, and 3 English internal assessments, and the nurturing space we have cultivated for our young readers and writers are all sources of deep gratitude, humility, and pride. This collective journey, characterized by new opportunities, significant growth, renewed connections, and professional affirmation, has truly been a blessing, and I sincerely hope we can continue to move forward together. 

English Department Term 4 2025 

In Term 3 the English Department hosted a Staff PLD that focused on Teacher Connections and the importance of collegiality among educators. The core message is that collegiality and connection among teaching staff are just as important as the relationships with students and can have a powerful impact on student achievement. The session aimed to provide an opportunity for staff to pause during the busy "business end of the year," prioritize each other, and reflect on their professional relationships, emphasizing that while "students are at the heart of the matter," so are the teachers. Collegiality as a Team Theme for 2025 and Dynamic for 2026. Collaboration, staying connected and togetherness is such an important and needed element amongst teachers, it helps to build morale and strengthen relationships. By prioritizing one another, the team fosters an environment of belonging and reduces stress, which is vital for staff well-being, especially after the high-pressure "business end of the year." This makes the department a more sustainable and positive place to work. My hope is that going into 2026 that as a Department, we can continue to keep this at the forefront of our working relationship. This will only strengthen our relationships with our akonga and the learning journey that we help navigate them through.

I want to take a moment to acknowledge and celebrate Mr. Jeremy Spruyt as he embarks on a new journey at Glendowie College. Thank you, Jeremy, for your wonderful five years of friendship, service, and commitment to our department. You delivered and created an exciting and challenging learning environment for our students. We are particularly grateful for your innovation in helping us create better working spaces and for your creativity in bringing our ideas to life, especially with the Department publication of Our Voices. We wish you all the very best in your future endeavors.

English Department Term 4 2025 

I would like to take a moment to honor, acknowledge, and celebrate the incredible individuals who are the heart of the English Department. To our staff—our English family—thank you for the love, commitment, and excellence you bring every day. My sincere gratitude goes to Ms Anahina Latu, Mrs Pravina Harde, Ms Francis Kolo, Mr Faiyaz Hoosein, Mr Jeremy Spruyt, and Mr Jeiel Sevilla. Your dedication, unwavering support, service, and friendship to our department and students are a true honor and privilege to witness. I am profoundly thankful for everything you poured into 2025. Similarly, I must acknowledge Mrs Viv Hall and Mr Patrick Spillane, whose dedication and support were invaluable in helping our department and students thrive last year. We are successful because of you, and I look forward with excitement to what 2026 has in store for our collective journey.

Week 9 Term 4: English Department: Department PLD - Reflect on the Past. Shaping the Future (December 01 - December 05)

Some of the English Department @ our planning day Term 4. 

The Tamaki College English Department day was a day for our team to come together, regroup, reflect 

on the past and discuss on how we want to shape our future (specifically the academic year for 2026). The department is systematically reviewing its 2025 student achievement, particularly in Junior and Senior NCEA English, and using that data as the foundation for developing the 2026 curriculum and program structure.

Reflecting on the Past

We spent time reflecting on the 'past' specifically looking at our student achievement data. We are really proud of our student achievement for 2026. Our NCEA Level 1, 2 and 3 English data shows that our students were able to achieve the full credit protocol that we offered across our NCEA Level 1, 2 and 3 English programs. We spent time in our discussion to reflect on the impact that we have as educators and the different hats that we have to wear to ensure that our students succeed and also feel safe. I believe it is paramount for educators to understand the profound scope of their influence, an impact that extends far beyond the confines of a single subject curriculum. In our daily work, we interact with a significant number of students, and our actions, even the small, consistent ones, contribute to the overall climate of the school. By intentionally stepping outside our subject-specific duties—whether it’s through simple daily check-ins, fostering a warm and inclusive classroom environment, or coordinating with colleagues to maintain a consistent approach—we are actively ensuring that every student feels safe and that they truly belong. Research underscores that a lack of belonging is a significant barrier to achievement, making the non-academic aspects of our role crucial; a teacher's broad influence is essential in fostering the secure, connected environment where deep learning and student success can flourish.

Shaping the Future

Who we teach determines what we teach is a crucial pedagogical principle, as it mandates that curriculum design must be deeply responsive to the specific needs, backgrounds, and current abilities of our students. This approach is paramount, especially after reviewing our junior school PAT data, which indicated a concerning backward shift in student progress. In response, we have made the decision to prioritize a junior curriculum that is intentionally simple, clear, and highly structured. To achieve this, we will be heavily leaning into the use of unit standards, with an expectation that each staff member will contribute by creating at least one new unit. To support this vision, units of learning have been developed for all our Junior and Senior English programs, and the goal now is to collaborate with staff to build a rich, shared bank of resources that will firmly establish the desired structure, consistency, clear expectations, and high standards for all our students.