Week 1 Term 3 - English Department: Review of Term 2 + Plan for Term 3 (July 25 - 29)

Term 2 Review

English Department 2022

Term 2 saw the end of hybrid learning and a return back to a ‘normal’ timetable. It was a full on term for our department with everyone going above and beyond for our akonga. As a team, we continue to do our best as a collective. We are committed to making sure that our students get the best experience in English. We are also committed to ensuring that we are there for each other - if one needs help with behavior management, sharing of units and teaching strategies (just to name a few things), we want to make sure we are supporting each other. Communication is key in any team environment. We hope to continue this going in Term 3, in that we believe this will strengthen what we do both collectively as a team and individually as professionals. Communication and transparency are an important part of building a solid team environment. In Term 2 we have endeavored to make sure that we are doing our best to keep the communication and transparency clear. We have done this through:

• Committing to our weekly meetings (Thursday 8:30am)
• We have met outside of department meetings to review our NCEA Level 1, 2 + 3 assessment schedule.
• We have started to share literacy strategies with each other during our department meetings.
• Professional Growth Cycle - Classroom observations and reflection meetings
• Continue to review NCEA 2024 English standards (get familiar with the new changes to NCEA Level 1)
• Commit to our Literacy goals (developing and sharing new literacy strategies) working with Mr Milford and Dr Jannie

Amber and I are very grateful to work alongside this team. Mrs Harde, Mrs Williams, Mr Hoosein, Ms Latu, Mr Spruyt, Ms Kolo, Mr Milford, Dr Jannie and Ms Jensen - we are grateful and humbled to journey with a team that are dedicated and committed to learning and student well-being. 

Term 2: Junior School Review

We started Term 2 with our Language and Literacy experts (Mr Milford and Dr Jannie Van Hees) leading us through their respective literacy programs. Our approach with working with Mr Milford and Dr Jannie was one that saw us take an intensive approach. Blocking out a significant portion of time in term planning and truly investing in the literacy strategies and programs that are on offer, was the approach that we decided to take. Mr Milford worked with Mrs Harde and Mr Hoosein’s Year 9 classes with his Reading program and Dr Jannie worked with Mr Spruyt, myself and Ms Latu with the Crafted Writing program. Our Junior English cohort finished the term with the Junior English Exams and overall, we are very happy with the progress that they have made. We have seen many of our students across Year 9 and Year 10 engage with writing and reading better this term compared to term 1. We believe that the work that Dr Jannie, Mr Milford and our team have put in collectively has made a positive impact on our students.

Dr Jannie going through the Crafted Writing Program with 9TGu + 9TNi

Going into Term 3, we would like to see both our staff and students continue working through the literacy journey. We believe that the students gained a lot from the program and even more so, us as teachers were able to learn and upskill at the same time. We will continue to guide our Year 10 students through the Level 1 Assessments that we offer in our Year 10 English program.

Term 2: Senior School Review

Whilst our Junior English program was focused around effective literacy teaching and strategies, our Senior English program for Term 2 was geared towards our extended text study. All NCEA Level 1, 2 and 3 English students studied an extended text (Level 1 English - Steinbeck’s ‘Of Mice and Men’, Level 2 English - Doris Lessing’s ‘The Grass is Singing’ and Level 3 English - Tim O’Brien’s ‘The Things They Carried). From Week 1 - Week 4 of Term 2, our senior students spent their time in English reading through the text and exploring the different themes, characters and symbolism from the texts. From here our Level 1 - 3 English students worked on our Term 2 focus assessment.

*This is subject to change Wk1 Term 3 - pending entries of assessment grades on KAMAR across Level 1, 2 + 3

Overview of NCEA Level 1, 2 + 3 English Assessment completion for Term 2

We are constantly reviewing our data and trying to look for areas of opportunity, to see what happened and what we can do to improve or support student learning outcomes. Going into Term 3, we know that there is a lot of work that needs to be done especially with our Level 3 cohort. How we approach our students who are at risk of achieving is important and before we even start the approach, it is important that we reflect on what we have done and from there figure out what we can do going forward. One of our priorities for Term 3 is to follow up and try and close the gap with our students who have 0 credits across Level 1, 2 and 3. The focus will be to get them through at least ONE internal assessment and prepare them for the external assessments.

Term 3 Plan

Term 3: Junior English Plan

Our focus for the Junior English program Term 3 is to continue our work with Mr Milford and Dr Jannie (Literacy strategies). With the release of the new literacy standards in 2023, we are looking to use time in Term 3 to trial some mock literacy standard assessments with our Year 9 and Year 10 students. We also look forward to using the Manaiakalani Create tools in our planning for our Junior English programs. Below are some things we hope to do with our Junior cohort.

• Year 9 Literacy Booster Group - We are hoping to get this going in Term 3. Dr Jannie started working with our
• Year 9 Crafted Writing Program + Junior School Reading Skills - Continue our work with Dr Jannie + Mr Milford
• Year 10 - Continue working through the Level 1 Assessments - Personal Responses + Connections Essay (to be completed by Term 4)
• Our Voices - Build a collection of work from our Year 9 and Year 10 students (written work) to put towards our Department book ‘Our Voices’.

Term 3: Senior English Plan

The focus for this term is to finish internal assessments with the students. We will also use time this term to prepare our students for external assessments and the derived grade exams which will take place Week 7 Term 3. The suggested timeline for Term 3 for all senior classes is:

• Week 1: Internal Assessment
• Week 2: Internal Assessment
• Week 3: Internal Assessment
• Week 4: Internal Assessment
• Week 5: Prepare for Derived Grade Assessment
• Week 6: Prepare for Derived Grade Assessment
• Week 7: Derived Grade Exam Week
• Week 8: Finish Internal Assessments
• Week 9: Finish Internal Assessments
• Week 10: Finish Internal Assessments

 

Term 3 Assessment Schedule for our NCEA Level 1, 2 + 3 students

It is important to reflect. Reflection helps to give perspective on what has happened, what did not go well and ultimately giving you motivation to see what you can do to move forward. I have shared this reflection with the department to inform but also inspire them before we start our work for Term 3. We know that there is a lot of loose ends that we need to tighten up especially with our senior students and their assessments. It is encouraging to see what we have been able to do together with our akonga in Term 2 and see the growth in our akonga's writing. I look forward to seeing how our journey pans out this term and to continue to grow and work together. 

Week 10 Term 2 - Literacy Project: Starting the journey (Jul 4 - Ju1 8)

"It's not how you start that's important, but how you finish!" (Jim George)

The Tamaki College Literacy Project started at the later part of 2021. The roll out of the program was meant to start in Term 1 of 2022 but the interruptions to our school schedule, due to COVID, we were unable to get it started. We intended for the project to get into full gear in Term 2 but that was not case as time and circumstances did not allow for us to bring the project to the teachers. However we have managed to start the journey this week, in sharing the project to the SLT and the HODs - in particular what it is about, who is involved, why we are doing this, who is it for and what the project entails. I also shared how the English Department have started the journey through the Literacy Project. In my reflection on the journey so far, I was discouraged when our intention on starting the project stalled. However I realize that sometimes it is best for things to happen naturally and as Jim George said "it's not how you start that's important, but how you finish!' The most important thing is that SLT and the HODs know what the project is and how it applies to them and their respective subject areas. I will highlight the presentation that was shared at our recent Curriculum meeting and the plan going ahead into Term 3. 

Who/What​/​Where​/​When/Why: used for asking someone for more details about something

It is important that when you are sharing about a new initiative, that you give context behind the who (who is involved?), what (what is it about? What is the timeline?), where (where does the expectations exist?) and when (when is this going to happen?). In my experience, giving context helps to give people an understanding and can help ease any questions about whatever it is that you are sharing. In sharing the project to the HODs and SLT, I wanted to make sure that WHAT, WHO and the WHY was clear in order to get both their buy in, support and understanding.

The who/what/where/when/why - Literacy Project Presentation

The WHY is in an important part of the presentation. The WHY being that there is need to improve the teaching and learning of literacy practices across the learning areas. It is vital to acknowledge that there has been some good literacy practice and initiatives that served our students - for a time. The purpose of this project to is try and support and strengthen how we deliver and prioritize literacy in our pedagogy. A main driver for this project is shifting the mindset of our kaiako. The mindset being that literacy is not just an English department area, but an area that is featured in everyone's subject area. An area that we all can take responsibility and do what we can to support our student's literacy journey - in way that seems seamless and more importantly, makes sense across their learning journey. 

Core Conditions of Success (MOE): Explaining the key areas of the Literacy Project

Literacy Project 2022 - Core Conditions of Success - Literacy Project Presentation

The Literacy Project is founded on core conditions of success (as recommended by the MoE). The core conditions of success that our Literacy Project is based on are Kaiako Pedagogy, Akonga Focus Action Plan, Data Use + Management and Whanau/Iwi/Community Engagement. It was important for the HODs to see WHAT we are going to focus on, so that the purpose - the WHY - makes sense. The two areas that we will be focusing first is Kaiako Pedagogy which will also have the Akonga Focus Action Plan area sitting along nicely. Specifically with Kaiako Pedagogy - kaiako will be working through a Kaiako Literacy Action Plan which will cover a review of the current practice of literacy and what the action plan is going forward. Once this is done, the project team will review the plans and then talk with departments to see what they can do to help with them with their plan. 

Sharing the journey: The English Department's journey through the Literacy Project - Kaiako Pedagogy + some of small wins

Summary of the English Department's Kaiako Literacy Action Plan - Literacy Project Presentation

When you are able to share new information and have supporting evidence that is relevant, it can make the presentation meaningful and powerful. The Literacy Project is a initiative that is supported by Julie Luxton (education consultant from Evaluation Associates) and one of the things she recommended that I include in the presentation is sharing what the English Department has done so far with Kaiako Pedagogy. I shared earlier in Term 1 the Department's Literacy Action Plan which took us three sessions to cover (see a summary of our action here: Alby's Blog: Entry - 07/03/22). The highlights from doing the action plan together was that we were able to reflect on our current practices, see what is going well and what is working, reflect on areas of opportunity where we can improve and grow and collectively come up with some achievable and meaningful steps to help us focus on using better literacy strategies. Even more so, use the resources and people that we have in our school who can help us and the students in the literacy journey. 

Dr Jannie working with 9TGu + 9TNi - Literacy Project Presentation 

I was excited to share about the intensive literacy focused sessions that we have implemented this term. We decided that we needed to prioritize literacy in way that meant we had to disrupt our term program. Our literacy and language experts - Dr Jannie and Mr Marc Milford - offered their services and worked closely with our Year 9 classes, focusing on reading for information and crafting a written text programs. It was intensive in that we dedicated 4 weeks to the program, seeing our classes spend 4 periods out of 5 (a week) working on either the reading or crafted writing program. I stressed that we wanted to do something meaningful, that it was not just a one off experience but something that had depth and something that we spent time on. 

Student exemplar (Term 1 + Term 2 writing comparison) - Literacy Project Presentation

Success breeds success. I believe that seeing results, successful results and sharing the 'wins' (whether it is big or small) can help motivate, inspire and give other's a sense of what the finish line could like. I shared an example of one student's writing journey and what their writing looked like in Term 1. I then shared what their writing looked in Term 2 after our recent Junior English Exam - identifying the growth in how much they are writing and how the engagement is different since working through the intensive literacy program with Dr Jannie. This is one example, but a good example of how implementing good literacy strategies and using it well can help our students improve. 

Where to from here? Next steps + closing thoughts

From here the next action is for HODs to conduct the Kaiako Literacy Action Plan with their departments. They have been given three sessions to cover this (finishing Week 2 of Term 3). Mr Milford, Dr Jannie and myself will then review the plans and talk to each department to see what we can do to help them achieve what they to achieve with their plans. We will also field any other concerns or questions that they may have regarding literacy. 

For me personally, I would like to see what the other subject areas want going forward, for their akonga. I am also aware of the efforts that have gone on across the school - with kaiako - regarding literacy. As the facilitator, it is my job to catch the good practice and see how this could fit into the project. I have to remind myself that this is a journey and one that will take time. I am OK with that. I look forward to seeing how the next phase of this journey pans out.