Week 8 Term 3 - Teacher Practice: Connecting Theme to our world - 91925 Theme Essay (September 07 - September 11)

I’ve been using a new resource that I created for my English class when we study The Dark Horse, and it’s been a game-changer for the way my students approach thematic analysis. The guide moves us beyond the classroom by asking students to take powerful themes—like redemption, the reality of mental health in Aotearoa, or the influence of gang culture—and connect them directly to our own backyard. Instead of just summarizing the film, students are encouraged to look at characters like Genesis and Mana and find the mirrors of those experiences in our current social, historical, and cultural landscape.

The real strength of this approach is how it balances structure with deep reflection. By using a straightforward scaffold, including the P.E.E.L. (Point, Evidence, Explain, Link) framework, it takes the intimidation factor out of essay writing. Whilst some people are against paragraph structures, for my students this is helpful. It gives students the scaffolding they need to build solid arguments without feeling overwhelmed. Because the framework grounds their writing in specific evidence from the film, they stop retelling the plot and start analyzing why these stories matter, which makes for much more insightful and mature writing.

Ultimately, I love this approach because it turns a standard English assignment into a meaningful conversation about identity and society. It isn't just about ticking boxes for an assessment; it’s about giving students the tools to articulate their own understanding of the world around them. By the time they finish their essays, they’ve done more than write a piece of analysis—they’ve engaged with some tough, important realities and found their own voice in the process. That is, for me, exactly what teaching English should be about.

Week 7 Term 3 - Totara House: Uike Kātoanga’i ‘o e lea faka-Tonga 2026 (August 31 - September 04)

Tongan Language Week 2026

In Week 5 Term 3 we celebrated Uike Kātoanga’i ‘o e lea faka-Tonga (Tongan Language Week). The theme for Tongan Language Week 2026 is "Ko 'etau hiva, ko e fe'unu mahu'inga ia ki he mo'ui 'a e Tonga - Our music is a vital strand of our Tongan culture". As a House, we really wanted to lean into this theme, so we came together to learn a Hiva Kakala. A Hiva Kakala is a beautiful traditional Tongan song, often performed in happy and celebratory contexts like weddings, birthdays, and social gatherings, making it the perfect choice to embrace the culture.

Totara House practicing Hiva Kakala with Mrs Vaioleti

We were so fortunate to have our Tongan staff members, Mrs Ana Vaioleti and Mr Dana Moala, leading the way and teaching us the song, with great support from Sione Tangi. We all really enjoyed the process of learning the Hiva Kakala and discovering how it plays such a special part in celebrating life's big moments. It was a great way for us to connect more deeply with the Tongan culture through music and shared learning.

Totara House: Hiva Kakala @ TLW Assembly 2026

Totara House Tongan Group 2026

Totara House really loves participating in these language weeks because they are the perfect opportunity for us to exercise our House value of Unity. It gives us a chance to come together to learn, understand, appreciate, and celebrate our Pacific languages. Seeing our students step up and commit to the practice showed exactly what our House is about—supporting one another, having a go, and being a strong, unified aiga.

Week 6 Term 3 - English Department: Senior English Program Term 3 (August 24 - August 28)

Here is the overview and summary for our NCEA English programs for Term 3:

NCEA Level 1 English

Film Study: The Dark Horse

This term, we’re focusing on our film unit, "Our Voices + Our Stories," with a deep dive into The Dark Horse running from Week 1 through Week 10. The primary academic focus is on refining essay practice for the upcoming external exams (91925). Alongside this, it is crucial that we prioritize finishing, completing, or resubmitting any outstanding internal assessments for 91924 and 91926 to ensure our students hit their 10-credit goal. They are also preparing for their final Derived Grade Exam that will take place in Week 10 of Term 3. 

NCEA Level 2 English

Our Term 3 program is split between finalizing internal assessments and preparing for the upcoming external exam cycle. Students will be wrapping up 91107 (Close Viewing), 91101 (Writing Portfolio), and 91106 (Reading Responses) while simultaneously starting prep work for the 91098 (Written Text), 91099 (Visual Text), and 91100 (Unfamiliar Text) externals. The aim is to get these internal assessments locked in to reach our 13-credit target. They are also preparing for their final Derived Grade Exam that will take place in Week 10 of Term 3. 

NCEA Level 3 English

For our seniors, the term is dedicated to polishing off internal work while building momentum for final exams. We will be finishing up assessments 91480 (Close Viewing), 91475 (Writing Portfolio), and 91478 (Connections), all while starting intensive preparation for the 91472 (Written Text), 91474 (Visual Text), and 91475 (Unfamiliar Text) external standards. Everything is geared toward helping the students achieve their 13-credit goal by the end of the term. They are also preparing for their final Derived Grade Exam that will take place in Week 10 of Term 3. 

Week 5 Term 3 - English Department: Junior English Program Term 3 (August 17 - August 21)

For Term 3, the Junior English Program focuses on a Visual Text Study spanning Week 1 through Week 8 for both Year 9 and Year 10 students. The primary objective is to engage students deeply with cinematic narratives, encouraging critical viewing and analytical skills. Teachers have flexibility in selecting their curriculum materials; for Year 9, the program highlights Red, White + Brass or Encanto, while Year 10 students are focused on The Freedom Writers or Remember the Titans. If teachers prefer alternative films, they are encouraged to create their own unit plans and share them in the designated resource folder, ensuring the program remains collaborative and adaptable.

Film study for Junior English Program Term 3

The outcome for both year groups is a Speech (CAT), which is due at the end of Term 3. This assessment provides students with the opportunity to synthesize their learning from the term and articulate their understanding of the texts explored. Resources for these speeches are integrated directly into the specific unit plans for each year group. Teachers are empowered to customize these materials, with instructions provided to make copies of the Speech CAT from the Red, White + Brass or The Freedom Writers unit plans and amend them to suit the specific needs of their respective classes.

Year 9 Speeches (2025)

This structure emphasizes a cohesive approach to Junior English while allowing for significant teacher autonomy. By centralizing the core assessment (the Speech CAT) within the unit plans, the program ensures alignment in standards across the junior levels. Whether using the suggested films or implementing personalized choices, the Term 3 program is designed to foster critical analysis and strong communication skills. By providing these shared resources, the English department maintains a balance between learning outcomes and the creative flexibility necessary for effective, student-centered instruction. 

Week 4 Term 3 - English Department: Goals for Term 3 (August 10 - August 14)

Our English Department goals for Term 3 focus on three key priorities: actively supporting students at risk of missing credit targets, collaborating to design and share consistent Unit Plans across our Year 9–13 program, and developing our 2026 department publication, Our Voices.

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 were for Term 1 and we revisit the list in Term 3. We know that this list would have significantly changed since we have spent time in Term 2 to complete internal assessments.

Designing and sharing our units of learning 

Our English Department has established a strong culture of collaborative curriculum design, consistently working together to create, share, and refine unit plans across our Year 9 to Year 13 programs. This practice has allowed us to move beyond individual isolation and instead align our teaching strategies, ensuring a high standard of consistency and quality in our pedagogy across all year levels.

‘Our Voices’ Volume 3 

Our primary focus for Term 3 is the development of Our Voices Volume 3. Throughout the term, I am asking every team member to actively collate and curate outstanding examples of student work—ranging from formal academic writing to creative pieces and personal reflections—to include in this year’s publication. This publication is vital for two key reasons. For our students, it serves as a powerful platform that validates their perspectives, affirms their unique identities, and celebrates their academic growth beyond the confines of the classroom. For our team, Our Voices stands as a testament to our collective impact and the standard of excellence we are cultivating across all year levels. It is an opportunity for us to document our success, share in the pride of our students' achievements, and showcase the authentic, high-quality writing that defines the heart of our department. 

Week 3 Term 3 - English Department: Term 2 Senior English Review (August 03 - August 07)

The Senior English review for Term 2 will highlight the student achievement data for our NCEA Level 1, 2 and 3 English classes and the story behind the data.

NCEA Level English Data (Term 2)

Snapshot of NCEA L1 English Data T2 (July 04)

As we transition into Term 3, we have reviewed the current achievement data for NCEA Level 1 English. While the provided data reflects varying levels of credit attainment, it is important to note that not all results have been fully entered for the Term 1 assessment (91926). We anticipate that these figures will shift significantly once the final processing is complete.

NCEA Level 2 English Data (Term 2)

Snapshot of NCEA L2 English Data T2 (July 04)

In reviewing these figures, it is essential to note that not all results have yet been fully entered for assessment 91107. While the current data set is incomplete, we are mindful that these numbers will evolve significantly as final assessments are processed, offering a more comprehensive picture of student success. Despite these pending entries, we are incredibly pleased with the progress students have made on assessment 91107. It is heartening to observe the dedication they have poured into their work, reflecting the genuine effort invested in our classroom culture. Furthermore, we have found the Verification Moderation feedback to be an invaluable professional tool. This guidance has been pivotal in refining our marking practices, ensuring we maintain consistency, rigor, and equity across our assessments. We remain committed to this reflective cycle of improvement, confident that our collective efforts will continue to support every student in reaching their academic goals as we move through the remainder of the year.

NCEA Level 3 English Data (Term 3)

Snapshot of NCEA L3 English Data T2 (July 04)

As we move into Term 3, we have reflected on our NCEA Level 3 English achievement data. It is important to note that not all results for assessment 91480 have been fully entered; we anticipate these figures will shift once final processing is complete, offering a clearer picture of student success. Despite these pending results, we are pleased with the progress students have made on assessment 91480. It is inspiring to see the dedication our seniors have invested, reflecting a strong commitment to their academic journey. Furthermore, the Verification Moderation feedback has been invaluable. We remain dedicated to this cycle of reflective improvement, confident that our collaborative approach will continue to support every student in achieving their goals as we navigate the remainder of the year.

Week 2 Term 3 - English Department: Term 2 Junior English Review (July 27 - July 31)

Term 2 Junior English Program 

For Term 2, 2026, our Year 9 and 10 English theme was 'I see myself in texts.'. Our department remains committed to curating a program featuring texts that are culturally diverse and directly relevant to our students’ lives and unique experiences. By prioritizing literature that resonates with their own journeys, we aim to deepen engagement and foster a sense of connection. We are particularly excited by the selection of short texts explored this term, which have sparked insightful discussions and provided meaningful opportunities for students to see themselves reflected in their learning. 

Ms George's Year 9 English class Term 2 2026 

Our Junior English classes explored various texts, focusing primarily on short texts. For our Year 9 English program our students looked at Witi Ihimaera’s ‘Big Brother Little Sister’ and Willie Davis’s ‘Ka Kite Bro’. Our Year 10 English program offered short texts such Apriana Taylor’s ‘In The Rubbish Tin’ and ‘Rain’ by Hone Tuwhare. The assessment centered on Formal and Creative Writing, alongside successful Mid-Year Junior Examinations in Week 9. To support our 'Read for Pleasure' department goal, we continue to use the StepsWeb app for our Year 9 English program.

Mid Year Junior English Exam Term 2 2026

We successfully concluded Term 2 with our Mid-Year Junior English Examinations. We are incredibly proud of the students' dedication and the effort they invested throughout the term; their accomplishments are a testament to their hard work and engagement in their learning journey.